DAHGHARIA LP

DAHGHARIA LP was established in 2008 and it is managed by the Unrecognised. It is located in Rural area. It is located in DHAKUAKHANA block of LAKHIMPUR 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 others 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 Private 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 0 boys toilet and it is functional. and 0 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 and Prepared in School Premises providing mid-day meal.

Dahgharia Lower Primary School: A Profile

Dahgharia Lower Primary School (DAHGHARIA LP), established in 2008, is an unrecognised, co-educational institution located in the rural area of Dhakuakhana block, Lakhimpur district, Assam. The school caters to students from Class 1 to Class 5, offering primary education only. Instruction is conducted in Assamese. Its management is independent and operates outside of the formal government recognition framework.

The school’s infrastructure includes a private building with two classrooms, all in good condition. It also houses additional rooms for non-teaching activities and a dedicated space for the head teacher. The school boasts a playground, providing recreational space for its students. However, a notable absence is any boundary wall, leaving the school perimeter unprotected. The lack of electricity further compromises the school’s facilities.

The teaching staff comprises one male and one female teacher, totaling two educators. The school provides mid-day meals, prepared and served on its premises, ensuring students’ nutritional needs are addressed. There is no pre-primary section, and the school does not offer higher secondary education. The absence of facilities like computers and a computer-aided learning lab reflects a need for further infrastructural development.

The school’s water supply is a critical concern. Currently, there is no functional drinking water source available on the premises. Moreover, the absence of toilets poses significant hygienic challenges for both boys and girls. Furthermore, the school lacks a library and has no books, limiting access to additional learning resources. The need for a boundary wall, electricity, and sanitation facilities represents a significant hurdle in providing a conducive learning environment.

Accessibility remains an issue. While the school is reportedly accessible via all-weather roads, the lack of ramps makes it inaccessible to students with disabilities. The absence of digital learning resources and limited library access places the school at a disadvantage in terms of modern educational practices.

The head teacher, Ranjana Pegu, leads the school’s operations. The absence of a functional library and computers underscores the need for additional resources to enrich the learning experience. Improving sanitation facilities is equally crucial for maintaining a healthy and hygienic environment for the students.

The school’s rural location presents unique challenges in terms of infrastructure development and resource acquisition. Securing funding for essential improvements in sanitation, electricity, and library resources should be a priority. Community engagement and partnerships with local and national organizations could play a vital role in addressing these needs.

Addressing the infrastructural gaps and resource limitations is essential to ensuring quality education for the students of Dahgharia Lower Primary School. The school’s reliance on a limited number of teachers and the absence of essential amenities demonstrate the urgent need for support and investment.

The lack of government recognition may also pose challenges in accessing funding and resources. Working towards formal recognition would open up avenues for increased support and aid. Addressing these issues will contribute significantly to improving the overall learning environment and educational outcomes for the children.

The future success of Dahgharia Lower Primary School hinges on overcoming these challenges. Through targeted investments and community collaboration, the school can aspire to provide a more comprehensive and supportive learning environment for its students, fostering their academic growth and preparing them for future opportunities.