DAKSHIN CHUKRUNGBARI PATHAR LPS

DAKSHIN CHUKRUNGBARI PATHAR LPS was established in 1986 and it is managed by the Unrecognised. It is located in Rural area. It is located in JALAH block of BAKSA 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 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 Private building. It has got 1 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.

Dakshin Chukrungbari Pathar LPS: A Rural Primary School in Assam

Dakshin Chukrungbari Pathar LPS, a primary school located in the rural Jalah block of Baksa district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 1986, this unrecognised school provides primary education (classes 1-5) to children in the area. Despite its limitations, it plays a vital role in the community’s development.

The school’s infrastructure, while basic, serves its purpose. Housed in a private building, it features a single classroom, ensuring a teacher-student ratio conducive to learning. The presence of a playground suggests an attempt to foster holistic development beyond the curriculum, emphasizing physical activity and recreation.

Teaching at Dakshin Chukrungbari Pathar LPS is conducted in Assamese, making education accessible to the local community. The school boasts a dedicated staff of four teachers – three male and one female – who are committed to imparting knowledge to their students. The head teacher, Abdul Kuddus Khan, leads the team, providing crucial guidance and direction. The school operates on a co-educational basis, welcoming both boys and girls, fostering an inclusive learning environment.

The school’s location presents both opportunities and challenges. Its rural setting means students benefit from a connection to their environment and community. However, this also presents infrastructural limitations. The absence of a boundary wall, electricity, a library, drinking water facilities, and computer-aided learning presents hurdles to enhancing the learning experience.

Despite the lack of modern amenities, the school demonstrates commitment to providing essential services. The midday meal program is a crucial element of the school, ensuring students receive adequate nutrition to support their learning. This initiative highlights the school’s dedication to student well-being beyond academics.

The absence of computers and a library underscores the need for infrastructural improvements. However, this shouldn’t overshadow the dedication of the teaching staff who work tirelessly to provide quality education with the resources available. Securing additional funding and resources could significantly upgrade the school’s facilities, fostering a more enriching learning environment.

Dakshin Chukrungbari Pathar LPS exemplifies the resilience and dedication of educators in providing education in challenging circumstances. While it lacks certain amenities found in more developed schools, its fundamental commitment to education is undeniable. The school’s existence speaks volumes about the community’s strong desire for knowledge and its willingness to embrace opportunities for growth.

The school’s geographical location (latitude: 26.57465210, longitude: 91.04603670, pincode: 781317) also helps contextualize its environment and access to resources. Understanding its location and connectivity are essential aspects of assessing its needs and opportunities for improvement.

The absence of a pre-primary section and the fact that it is not a residential school further clarify the school’s specific focus on providing primary education to the surrounding community. Future development may involve expanding services to cater to a wider range of educational needs.

In conclusion, Dakshin Chukrungbari Pathar LPS, while facing infrastructural challenges, serves as a beacon of hope and perseverance. Its commitment to providing education in a rural setting demonstrates the importance of accessible education for community development. With focused investment and support, this school has the potential to flourish and better serve the educational needs of its students.