CHOTO LAISONG (H) LPS

CHOTO LAISONG (H) LPS was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in MAHUR block of DIMA HASAO 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. English 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 None 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 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 and Prepared in School Premises providing mid-day meal.

Choto Laisong (H) LPS: A Rural Primary School in Dima Hasao, Assam

Choto Laisong (H) LPS, a government-run primary school, serves the rural community of Mahur block in Dima Hasao district, Assam. Established in 1965 under the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5. Its location, nestled within a rural setting, underscores its vital role in providing educational opportunities to children in a geographically dispersed area.

The school boasts three classrooms, all in good condition, ensuring a conducive learning environment for its students. A dedicated room serves the head teacher, providing necessary administrative space. The school also houses a library, a valuable resource for enriching the students’ learning experience, although currently without any books. Importantly, the school provides meals prepared on the premises, addressing the nutritional needs of the children.

The school’s infrastructure includes separate functional boys’ and girls’ toilets, demonstrating a commitment to providing basic amenities and maintaining a safe and hygienic environment for students. While it currently lacks electricity and a boundary wall, the presence of ramps for disabled children highlights a focus on inclusivity and accessibility.

Instruction is conducted in English, aligning with the broader educational goals of the region. The school’s teaching staff consists of two teachers—one male and one female—committed to imparting quality education to the students under their care. The absence of a playground, however, represents an area where improvements could further enhance the learning experience.

The school’s management prioritizes the well-being of its students. This is evident in the provision of a mid-day meal, ensuring that students receive a nutritious meal during school hours, a vital component of their overall development. This initiative alleviates concerns about students’ nutritional needs and fosters better concentration and participation in class.

The school’s commitment to providing quality education is commendable. However, the lack of electricity, boundary walls, and books in the library suggests areas that require attention. Addressing these aspects would significantly enhance the school’s overall functionality and effectiveness.

While the existing infrastructure suffices for the current number of students, future expansion and improvements would greatly benefit the school. The provision of computers and the establishment of a computer-aided learning lab would undoubtedly enhance the learning process and equip students with essential digital literacy skills.

The lack of a playground is also noteworthy. A dedicated play area is crucial for the physical and social development of children, fostering both physical activity and essential social interactions. Investing in a playground would contribute significantly to a more holistic educational approach.

Securing additional funding for resources such as books for the library and electrical connections would be a significant step toward further improving the school’s capabilities. Investing in these necessities would create a more enriching learning environment for the students, fostering their intellectual growth and overall well-being.

Choto Laisong (H) LPS serves as a vital educational hub within its community. By addressing the identified areas for improvement, the school can further enhance its already positive contributions to the educational landscape of Dima Hasao. The commitment to providing quality education, despite limited resources, highlights the dedication and perseverance of the staff and their commitment to the students’ future.