DABOKHILA LPS

DABOKHILA LPS was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in TAMULPUR block of BAKSA 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 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 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 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 and Prepared in School Premises providing mid-day meal.

Dabokhila Lower Primary School (LPS) in Baksa District, Assam

Dabokhila LPS, a government-run primary school, stands as a vital educational institution in the rural heartland of Assam. Established in 1957 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, also offering a pre-primary section. Its location in the Tamulpur block ensures accessibility for the local community.

Instruction at Dabokhila LPS is conducted in Assamese, fostering a strong connection to the region’s cultural heritage. The school boasts a dedicated teaching staff, comprising three teachers, including one head teacher, Rabiram Basumatary, and a balanced representation of male and female educators. The presence of a pre-primary section highlights the school’s commitment to providing early childhood education.

The school’s infrastructure, though modest, is functional. The government-provided building houses three classrooms, all maintained in good condition, alongside additional rooms for administrative and non-teaching purposes. While a boundary wall is absent, the school benefits from a reliable electricity supply. Hand pumps provide a functional source of drinking water for students and staff. Separate, functional toilet facilities exist for both boys and girls.

The school’s commitment to holistic development is evident in its provision of a midday meal, prepared and served on-site. Accessibility for students with disabilities is addressed through the presence of ramps. However, the school presently lacks a library, playground, and computer-aided learning facilities. This points to areas where future development could significantly enhance the learning environment.

The school’s operational features include a readily accessible all-weather road, ensuring consistent student attendance regardless of weather conditions, and an academic year commencing in April, aligning with the regional calendar. Its rural location presents both challenges and opportunities, impacting student demographics and resource allocation.

Dabokhila LPS serves as a critical community asset, providing essential primary education. Its long history reflects its enduring commitment to the educational well-being of the children in the Tamulpur block. The school’s focus on accessible, inclusive education is commendable, although future development could be focused on enhancing facilities like a library and playground, and incorporating computer-aided learning methods.

The school’s management, under the Department of Education, ensures adherence to curriculum guidelines and resource allocation. However, active community involvement and collaboration with government initiatives could further strengthen the school’s capabilities and resources, leading to improved learning outcomes. The school’s commitment to providing a midday meal showcases a comprehensive approach to education, addressing the nutritional needs of its students.

In conclusion, Dabokhila LPS effectively serves its community. The school’s relatively small size and staff, however, highlight the importance of ongoing support to ensure its continued growth and improvement. Despite some limitations in resources, the school remains a vital cornerstone of the local educational landscape, striving to provide quality primary education to the children of Dabokhila village.

The future development of Dabokhila LPS could focus on expanding its resources, particularly the integration of technology through computer-aided learning and the establishment of a well-stocked library and engaging playground. Strategic partnerships with local organizations and government programs could be crucial in acquiring additional resources and enhancing the overall quality of education.

Through consistent effort and community support, Dabokhila LPS can continue to thrive as a beacon of educational excellence in its rural setting. By addressing its current limitations and embracing opportunities for improvement, the school can ensure a brighter future for generations of students. The school’s resilience and commitment to its students in the face of challenges should be applauded.