DAKHIN DOBOKA P. ADARSHA LPS

DAKHIN DOBOKA P. ADARSHA LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in KATHIATOLI block of NAGAON 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 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 a playground. The school has a library and has 70 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.

Dakhin Doboka P. Adarsha LPS: A Rural Primary School in Assam

Dakhin Doboka P. Adarsha LPS, a government-run primary school located in the rural KATHIATOLI block of NAGAON district, Assam, serves as a vital educational institution for the community. Established in 1979 under the Department of Education, the school caters to students from Class 1 to Class 5, offering a co-educational environment with an attached pre-primary section. Instruction is primarily conducted in Assamese, reflecting the local linguistic landscape. The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A well-maintained playground and a library stocked with 70 books provide ample opportunities for recreational and academic enrichment.

Facilities and Resources:

The school prioritizes student well-being, providing functional boys’ and girls’ toilets, and ensuring access to clean drinking water through hand pumps. While lacking electricity and a boundary wall, the presence of a library and playground underscores the school’s commitment to holistic development. Importantly, ramps are available to ensure accessibility for disabled children. The provision of mid-day meals, prepared on the school premises, addresses the nutritional needs of the students, emphasizing the school’s supportive role in the community.

Teaching Staff and Management:

The school boasts a dedicated team of two teachers – one male and one female – who work diligently to provide quality education. The head teacher, Abdul Hasib, leads the school’s operations effectively. The school is not residential and doesn’t employ any contract teachers. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and guidelines.

Academic Focus and Curriculum:

The school strictly follows a primary curriculum, focusing on foundational learning from Class 1 to 5. It is affiliated with “Others” board for Class 10 and Class 10+2, indicating a flexible approach to higher education pathways. The school’s commitment to providing a quality learning environment is evident in the provision of a pre-primary section, showcasing a dedication to early childhood education.

Accessibility and Infrastructure:

The school’s accessibility is enhanced by its all-weather road access, making it easily reachable for students regardless of weather conditions. The school building, though lacking a boundary wall and electricity, still serves its educational purpose effectively, showcasing resilience in the face of infrastructural limitations. The lack of computer-aided learning facilities highlights areas needing further development.

Community Impact and Future Outlook:

Dakhin Doboka P. Adarsha LPS plays a crucial role in the community by providing essential primary education. Its commitment to providing mid-day meals and ensuring accessibility for disabled children points to its dedication to inclusive education. While there is scope for improvement in areas like electrification, the school’s existing resources and commitment to education make it a vital asset to the rural community.

Conclusion:

Dakhin Doboka P. Adarsha LPS stands as a testament to the importance of primary education in rural areas. Despite its limitations in infrastructure, the school’s dedicated staff, supportive resources, and commitment to inclusive education ensure that students receive a quality education, fostering their future potential and contributing to the overall development of the community. Future improvements in infrastructure, particularly the addition of electricity and computer-aided learning facilities, would further enhance the school’s effectiveness and capacity.

Keywords: Dakhin Doboka P. Adarsha LPS, Assam, primary school, rural education, co-educational, government school, mid-day meal, accessibility, library, playground, education in India, Department of Education.