DOOLAHAT BAZAR LPS

DOOLAHAT BAZAR LPS was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in NOWBOICHA block of LAKHIMPUR 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 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 Government building. It has got 5 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 Others 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 no playground. The school has a library and has 26 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.

Doolahat Bazar LPS: A Comprehensive Overview of a Rural Primary School in Assam

Doolahat Bazar Lower Primary School (LPS), located in the rural expanse of Assam, India, offers a glimpse into the educational landscape of a typical village school. Established in 1963 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, encompassing a pre-primary section as well. Instruction is delivered primarily in Assamese, reflecting the local linguistic context.

The school’s infrastructure comprises a government-provided building with five classrooms, all reported to be in good condition. Two additional rooms serve non-teaching purposes, while a dedicated space is allocated for administrative staff. A noteworthy feature is the presence of a library stocked with 26 books, indicating a commitment to fostering a reading habit among students. Furthermore, the school provides access to drinking water through functional hand pumps, highlighting the provision of essential resources. Sanitation is ensured with one boys’ toilet and one girls’ toilet, both operational. The school’s accessibility is enhanced by its location along an all-weather road.

While lacking a playground, the school building is secured by a perimeter wall of ‘other’ material (the specific material is not detailed in the provided data). Importantly, the school provides midday meals, prepared and served on-site, ensuring that nutritional needs are met alongside academic learning. The school’s academic year commences in April, aligning with the regional calendar.

The school’s staffing consists of four female teachers and a single pre-primary teacher, demonstrating a dedication to providing quality education despite limited resources. The absence of reported male teachers is a point that warrants attention and further investigation. Crucially, the school is equipped with ramps for disabled children, reflecting a commitment to inclusivity.

While the school’s facilities do not include electricity or computer-aided learning, the presence of a library and the commitment to providing mid-day meals suggest a focus on core educational needs within the available resources. The school’s rural setting presents unique challenges, but also highlights the efforts to bring primary education to underserved communities.

The lack of computers and a computer lab underscores the need for technological advancements within the school system. Access to digital resources could significantly enhance learning opportunities. The absence of a head teacher’s name also highlights a potential area of improvement in terms of organizational transparency. However, the dedicated staff and basic facilities demonstrate a commitment to providing a foundational education for the children in the Doolahat Bazar area.

This information provides a detailed picture of Doolahat Bazar LPS, revealing both its strengths and the areas where further development could significantly impact the learning experience for its students. The school’s dedication to providing a basic education, especially considering the limitations in infrastructure and resources, is commendable. Further investigation into the absence of male teachers and the head teacher’s information is necessary to provide a more complete picture.

The accessibility of the school, via an all-weather road and inclusive infrastructure like ramps for disabled children, speaks volumes about its commitment to serving the community. It also provides a platform for future growth and improvements in its educational programs.

In conclusion, Doolahat Bazar LPS is a testament to the resilience of the education system in rural areas, adapting to limited resources while striving to provide basic education to its students. The availability of essential resources like drinking water and toilets, coupled with the presence of a library, underscores the efforts made to create a conducive learning environment. The school’s commitment to providing midday meals further demonstrates its dedication to the holistic well-being of its students. This case study offers valuable insights into the functioning of a rural primary school and provides a starting point for further research and policy discussions on improving rural education.