CHOTO LONGREN LPS

CHOTO LONGREN LPS was established in 1973 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 2 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 a playground. The school has a library and has 45 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 Longren LPS: A Rural Primary School in Assam, India

Choto Longren LPS, a primary school located in the rural heart of Dima Hasao district, Assam, India, stands as a testament to the dedication to education in even the most remote areas. Established in 1973, this co-educational institution, managed by the Department of Education, serves students from Class 1 to Class 5. Its commitment to providing a basic education is evident in its facilities and resources.

The school’s infrastructure consists of a government building housing two classrooms, ensuring a conducive learning environment for its students. While lacking electricity and a boundary wall, the school boasts a functional playground and a library stocked with 45 books, fostering holistic development through both academics and recreation. The availability of separate boys’ and girls’ toilets highlights the school’s commitment to providing a safe and inclusive environment for all students. Importantly, ramps are in place to ensure accessibility for students with disabilities.

The school’s academic approach is noteworthy. English serves as the medium of instruction, reflecting a commitment to modern teaching methodologies. The school’s teaching staff comprises four teachers—three male and one female—dedicated to guiding young minds. A crucial aspect of the school’s function is its provision of midday meals prepared on-site, addressing the nutritional needs of its students and ensuring their well-being.

The presence of a pre-primary section further underlines the school’s commitment to providing comprehensive education from an early age. Although not explicitly mentioned, the reference to “Others” in relation to the board for Class 10 suggests a flexible approach in adapting to local educational needs. The school’s location, categorized as “Rural,” signifies its crucial role in providing educational opportunities to children in underserved communities.

Choto Longren LPS is led by Head Teacher Adhar Ch. Tamuli, who, along with the dedicated teaching staff, plays a pivotal role in shaping the future of the community. The school’s operational aspects include a start date for the academic year in April, demonstrating a consistent adherence to the educational calendar.

Despite the absence of computer-aided learning facilities and computers, the school’s focus remains on providing quality basic education. This resourceful approach highlights the dedication and adaptability of the teaching staff in overcoming infrastructural challenges.

The school’s commitment to accessibility is further evidenced by the provision of ramps, catering to the needs of students with disabilities. The absence of a boundary wall, although seemingly a shortcoming, may also reflect the open and welcoming atmosphere of the school and its close integration with the surrounding community.

The school’s lack of electricity might pose some challenges, but the existing resources such as the library and playground suggest efforts to mitigate these limitations and provide a balanced learning experience.

In conclusion, Choto Longren LPS stands as a symbol of unwavering dedication to education in a rural setting. Its commitment to providing a basic education within its means, along with its provision of essential facilities, underscores its significant role in the lives of its students and the broader community it serves.

The school’s dedication to providing a nurturing and inclusive environment, despite limited resources, serves as an inspiration for similar institutions in remote areas. The information provided highlights the need for continuous support and resource allocation to ensure that rural schools like Choto Longren LPS can continue their vital work in shaping the future of their students.