GOLAPARA BANGLAPARA ANCHALIC LPS

GOLAPARA BANGLAPARA ANCHALIC LPS was established in 1998 and it is managed by the Unrecognised. It is located in Rural area. It is located in SRIJANGRAM block of BONGAIGAON 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 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 Hedges 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 250 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 Not Provided providing mid-day meal.

Golapara Banglapara Anchali LPS: A Comprehensive Overview

Golapara Banglapara Anchali LPS, a primary school located in the rural area of Srijanagram block, Bongaigaon district, Assam, offers a glimpse into the educational landscape of a rural community. Established in 1998, this unrecognised school plays a vital role in providing primary education to children in the area.

The school’s infrastructure, while modest, caters to its educational needs. Housed in a private building, it features two classrooms in good condition, ensuring a conducive learning environment for its students. A separate room serves as the headmaster’s office, further enhancing administrative efficiency. The school grounds include a playground, essential for physical activity and recreation, and a library boasting a collection of 250 books, fostering a love for reading amongst its students.

Despite its limited resources, the school prioritizes providing essential facilities. Hand pumps supply drinking water, addressing a fundamental need for hygiene and health. Separate functional toilets for boys and girls highlight the school’s commitment to gender-inclusive sanitation. The presence of a boundary wall (hedges) provides a degree of security and privacy.

The school’s curriculum focuses on primary education, encompassing classes 1 through 5. The medium of instruction is Assamese, ensuring that the curriculum aligns with the local language and cultural context. The school operates as a co-educational institution, welcoming both boys and girls, and notably includes a pre-primary section, catering to even younger learners. The school is managed by two male teachers and a head teacher, Mirza Mofida Ahmed, who provide the necessary teaching staff.

While the school lacks electricity and computer-aided learning facilities, it demonstrates resilience in providing fundamental education within its resource limitations. The absence of a mid-day meal program highlights a potential area for future improvement to better support the students’ nutritional needs.

The school’s commitment to its students is evident in its features. The playground provides a space for physical development, while the library nurtures a love of reading. The provision of separate toilets for boys and girls underlines the school’s commitment to hygiene and gender inclusivity.

The school’s location in a rural setting requires a resilient approach to education provision. Its establishment in 1998 demonstrates a long-standing commitment to educating children in the area, highlighting the significant role it plays in the community.

Despite lacking some amenities, such as electricity and computer facilities, the school stands as a testament to the dedication of its teachers and the importance of primary education in a rural context. The school’s leadership strives to create a learning environment that caters to the needs of its students.

The school’s management, although unrecognised, has made efforts to ensure its students have access to basic educational facilities, illustrating community initiative and resourcefulness. Its continued operation highlights a community’s commitment to education, despite the challenges associated with limited resources.

Looking towards the future, securing additional resources to expand facilities, including electricity and computer-aided learning, would significantly enhance the learning experience and prepare students for future academic pursuits. This would also potentially aid in the school’s recognition.