CHARAI HABI BHALUKA GURI LPS

CHARAI HABI BHALUKA GURI LPS was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in BARBARUAH block of DIBRUGARH 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 Pucca But Broken 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 52 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.

CHARAI HABI BHALUKA GURI LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

CHARAI HABI BHALUKA GURI LPS, a government-run primary school in Assam, India, stands as a testament to rural education. Established in 1984 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation in learning. Its location in the rural BARBARUAH block of DIBRUGARH district highlights its role in providing educational access to underserved communities.

The school’s infrastructure includes a government-owned building with three classrooms, all in good condition. A separate room is dedicated to the head teacher, while additional rooms support non-teaching activities. The school’s sturdy, albeit somewhat dilapidated, pucca boundary wall provides a sense of security. While lacking electricity, the school benefits from functioning hand pumps providing clean drinking water, a crucial factor in maintaining hygiene and student well-being.

Sanitation facilities consist of one boys’ toilet and one girls’ toilet, both functional. A well-stocked library containing 52 books contributes to the students’ intellectual growth. The school’s commitment to providing a nutritious mid-day meal underscores its dedication to holistic student development.

The school’s curriculum is taught in Assamese, fostering a sense of cultural identity and accessibility for the local community. The teaching staff comprises two male teachers, dedicated to providing quality education to the students under their care. The head teacher, MUKTI HAZARIKA, leads the school’s educational initiatives, overseeing the day-to-day operations and ensuring the smooth running of the institution.

Though the school lacks a computer lab and computer-aided learning, its robust library and dedicated teachers compensate for these limitations, focusing on fundamental literacy and numeracy skills. The absence of a playground and pre-primary section highlights areas where potential future development could further enrich the learning environment.

The school’s accessibility via all-weather roads ensures regular attendance even during inclement weather. The school’s rural location underscores its importance in bridging the educational gap in remote areas. The academic year follows the traditional April commencement, aligning with the broader educational calendar in the region.

The school’s management by the Department of Education ensures a degree of administrative oversight and support. Its status as a non-residential school focuses its resources on providing quality daytime education. The lack of ramps for disabled children suggests potential need for future infrastructure improvements to ensure complete inclusivity.

In conclusion, CHARAI HABI BHALUKA GURI LPS provides essential primary education to children in a rural setting, showcasing dedication despite resource limitations. The school’s commitment to providing a solid educational foundation, despite the absence of certain amenities, makes it a valuable asset to the community. Its ongoing success relies on continued support and development efforts to ensure continued high-quality education for future generations.

The school’s dedication to its students, exemplified by the provision of a mid-day meal and a functioning library, underscores its commitment to nurturing holistic development. Future improvements focusing on infrastructure, technology, and potential expansion of facilities will further strengthen its impact on the community. The school’s contribution to the community extends beyond academic achievement; it is a cornerstone of rural education, providing a pathway for students to build brighter futures.