DULIABAM T.E. LPS

DULIABAM T.E. LPS was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in KHOWANG block of DIBRUGARH 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 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 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 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.

DULIABAM T.E. LPS: A Comprehensive Profile of an Assamese Primary School

DULIABAM T.E. LPS, a government-run primary school in the rural KHOWANG block of DIBRUGARH district, Assam, stands as a testament to educational access in a remote area. Established in 1954 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also featuring a pre-primary section. Instruction is delivered in Assamese, catering to the local linguistic needs. The school’s accessibility is further enhanced by its all-weather road approach. Its academic year commences in April, following the standard academic calendar.

The school infrastructure comprises a government-built facility equipped with five well-maintained classrooms. Additional rooms accommodate non-teaching activities and provide a dedicated space for the head teacher. While the school boasts a functional playground, a key area requiring development is the absence of a boundary wall. However, the school does benefit from a reliable electricity supply. The provision of hand pumps ensures a readily available source of drinking water for both students and staff. Sanitation is addressed with separate, functional toilets for boys and girls.

The school’s staffing is comprised of two teachers, one male and one female. The school is headed by JAKRIUS TIRKEY, leading the team in providing a comprehensive education to the children of the community. The school’s commitment to student welfare is evident in its provision of midday meals, prepared on-site. The school is not a residential facility.

The absence of a library and computer lab highlights potential areas for future improvement. This lack of resources presents an opportunity for the school to enhance its educational offerings and leverage technology to enrich the learning experience. However, the presence of ramps signifies a commitment to inclusivity, ensuring accessibility for children with disabilities.

The school’s affiliation with “Others” for both Class 10 and Class 10+2 boards suggests a unique approach to curriculum and examinations, possibly aligning with local or regional educational standards. This approach underscores the school’s role in fostering education within the context of its specific community.

The data provided does not specify the exact number of students enrolled; however, the existing infrastructure and staff capacity suggest a modest student population, allowing for personalized attention and smaller class sizes. This environment could be conducive to fostering a strong sense of community and individual student growth.

The school’s location in a rural setting presents both challenges and opportunities. While access to certain resources might be more challenging compared to urban areas, the strong community ties in such environments often lead to greater parental involvement and support for the school’s initiatives.

The success of DULIABAM T.E. LPS relies on various factors, including the dedication of its teachers, the engagement of the local community, and access to essential resources. The school’s achievements should be viewed within the broader context of its location and the limitations it might face due to its rural setting.

Future development plans for DULIABAM T.E. LPS could focus on enhancing infrastructure, expanding its library and computer resources, and potentially introducing additional extracurricular activities. These improvements could help bridge existing gaps and further improve the quality of education for the students in its care.

The information presented serves as a valuable snapshot of DULIABAM T.E. LPS. The school represents a vital cornerstone in providing primary education to the community it serves, demonstrating its dedication to educating the children of the region despite challenges inherent in its rural location. Ongoing investment in its development will undoubtedly contribute to further enhancing the educational experience it offers.