CHAND ALI BALIKA LPS

CHAND ALI BALIKA LPS was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAMARIA block of KAMRUP RURAL district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 Dilapidated building. It has got 1 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 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 1 girls toilet and it is functional. The school has a playground. The school has no library and has 0 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 but not Prepared in School Premises providing mid-day meal.

Chand Ali Balika LPS: A Rural Primary School in Assam

Chand Ali Balika LPS, a primary school located in the rural CHAMARIA block of KAMRUP RURAL district in Assam, India, offers a glimpse into the educational landscape of a rural Indian community. Established in 1980, this co-educational institution is managed by the Department of Education and serves students from Class 1 to Class 5. The school’s instruction medium is Assamese, reflecting the local linguistic environment. The school operates within a dilapidated building, yet its dedication to education remains unwavering.

Despite its humble infrastructure, the school boasts a single classroom, ensuring that every student has access to learning facilities. The availability of both boys’ and girls’ toilets underscores the school’s commitment to providing a safe and comfortable environment for all students. Further emphasizing its dedication to student well-being, the school possesses a playground, a crucial space for physical activity and social interaction amongst the pupils. The school utilizes hand pumps as its source of drinking water, a practical solution in its rural setting.

The school’s management structure includes a head teacher, Joyed Ali Ahamed, and a total of two male teachers. The school is equipped with electricity, a significant advantage for learning activities and overall school functionality. However, it lacks a boundary wall, highlighting a potential area for infrastructural improvement. The absence of a library is another notable aspect, although plans for future enhancements could address this need. The school provides midday meals to its students, although the preparation happens off-site.

The school’s academic structure is focused on primary education only, concentrating its efforts on the foundational years of a child’s education. The school’s curriculum is aligned with the needs of the local community, using Assamese as its primary language of instruction. The school does not operate a pre-primary section, though it maintains an attached pre-primary section within its facilities. The school’s location makes it accessible via an all-weather road, minimizing disruptions to the educational process due to weather conditions.

The school’s operational schedule adheres to the standard academic calendar, commencing its sessions in April. While it currently lacks computers and a computer-aided learning lab, its dedication to providing a basic yet functional learning environment remains paramount. The absence of ramps for disabled students presents another area for potential improvement and reflects a need for future accessibility upgrades.

Chand Ali Balika LPS plays a vital role in providing primary education to the children of its community. The school’s facilities, though modest, reflect its commitment to education within the context of its rural surroundings. The school’s leadership consistently works within the limitations of available resources to impart knowledge and foster learning within its student body.

The school’s long history since 1980 indicates its consistent contribution to the local community. Future improvements could focus on infrastructure upgrades such as a boundary wall, the addition of a library, and potentially, the incorporation of computer-aided learning to enhance the educational experience. Addressing the absence of ramps for disabled access would also further improve inclusivity.

The existence of Chand Ali Balika LPS, despite its challenges, demonstrates the importance of educational access in rural areas. It highlights the resilience and dedication of educators and the community in fostering learning opportunities for their children. Ongoing support and resource allocation could considerably enhance the school’s capabilities and its positive impact on the lives of its students.

This school, while facing challenges related to infrastructure and resources, demonstrates the commitment to education in a rural setting. Continued support and investment can significantly elevate the learning experience for the students, empowering them with the skills they need to thrive. The school serves as a vital community asset, contributing to the overall development of the region.