CHALA SHERSHOW N. LP SCHOOL

CHALA SHERSHOW N. LP SCHOOL was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH SALMARA block of DHUBRI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 3 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 40 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Chala Shershow N. LP School: A Rural Primary School in Assam

Chala Shershow N. LP School, established in 1979, serves the rural community of South Salmara, Dhubri district, Assam. Managed by the Department of Education, this government-run primary school provides education to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure includes three classrooms, all in good condition, ensuring a conducive learning environment. The school building, while lacking a boundary wall and electricity, offers a boys’ toilet and a functional hand pump for drinking water. Despite these infrastructural limitations, the school has successfully established a library, housing 40 books, fostering a love for reading among its students. The school’s commitment to inclusivity is demonstrated by its ramps for disabled children, ensuring accessibility for all.

The school’s academic focus centers on providing a primary education, with Assamese as the medium of instruction. Three male teachers dedicate their expertise to nurturing the students’ academic development. The school is co-educational and offers mid-day meals prepared on the school premises. The school operates under the ‘Others’ board for Class 10 and 10+2, showcasing its adaptability within the existing educational framework.

The head teacher, Badsar Ali Ahmed, leads a team dedicated to delivering quality education. The school’s rural location reflects its important role in providing essential educational services to a community that might otherwise lack access. The school’s operational structure is characterized by its status as a non-residential institution.

Despite operating without computers or a computer-aided learning lab, the school continues to thrive. The absence of these technological resources highlights the challenges faced by many rural schools. However, the school’s commitment to learning remains steadfast.

The school’s location in a rural area underscores its significant contribution to improving educational access within the community. Its presence is vital for the educational advancement of children in a region where access to quality primary education might otherwise be limited.

The school’s facilities, though basic, are functional, providing a core infrastructure for effective teaching and learning. The lack of certain amenities highlights the need for continued investment in rural education to enhance the learning experience and outcomes for students.

The school’s curriculum emphasizes a foundational primary education, utilizing Assamese as the primary language of instruction. This commitment to local language ensures better understanding and accessibility for the students. The dedicated teachers play a crucial role in delivering this essential education.

The operational details of the school, such as the absence of a pre-primary section and the ‘Others’ board for higher classes, provide further context into its specific circumstances. Such information sheds light on the school’s unique position within the broader educational landscape.

Chala Shershow N. LP School’s continued operation demonstrates the resilience and dedication of its staff and their commitment to providing quality primary education to the children of South Salmara. The school’s story underscores the importance of supporting rural schools in developing nations.