GOVT. PS SILLI LICHE

GOVT. PS SILLI LICHE was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in LIKABALI block of WEST SIANG district of Arunachal Pradesh. 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 N/A in nature and is not using school building as a shift-school. English 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 Barbed Wire Fencing 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no 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 Not Applicable providing mid-day meal.

Govt. PS Silli Liche: A Rural Primary School in Arunachal Pradesh

Govt. PS Silli Liche, a government-run primary school, serves the rural community of Likabali block in West Siang district, Arunachal Pradesh. Established in 2014 under the Department of Education, this co-educational institution provides primary education from classes 1 to 5. The school’s location is easily accessible via an all-weather road, making it convenient for students from the surrounding areas.

The school building, a government structure, houses three classrooms in good condition, ensuring a conducive learning environment for its students. While lacking a computer lab and computer-aided learning facilities, the school utilizes English as its primary medium of instruction, reflecting a commitment to modern educational practices. The school’s infrastructure includes basic facilities such as one boys’ toilet and one girls’ toilet, catering to the needs of its students. The school’s boundaries are secured by barbed wire fencing.

Despite the absence of a library, playground, and drinking water facilities, the school’s commitment to providing basic education remains strong. The lack of these amenities highlights the need for further development and investment in the school’s infrastructure to enhance the overall learning experience. The school’s absence of computers further underscores the need for improved resources to support modern teaching methodologies.

The school’s management, under the Department of Education, focuses on providing a fundamental education to the children in the community. The lack of teachers (as indicated by the absence of male, female and head teachers in the provided data) represents a significant challenge that needs urgent attention. This teacher shortage directly impacts the quality of education delivered and the student-teacher ratio.

The school’s operational status is marked by several key features: it operates from April onwards, it is not a residential school, and it does not offer a pre-primary section. These aspects contribute to the school’s overall structure and functionality. The absence of a mid-day meal program signifies an area where additional support could significantly benefit the students.

The geographic location of the school, classified as rural, underscores the importance of its role in providing educational opportunities in a remote area. Connecting this remote school to the digital world would greatly enhance its capabilities.

The school’s infrastructure, while functional, could benefit from significant improvements. The addition of a library, playground, and reliable drinking water facilities would greatly enhance the learning experience and the overall well-being of the students.

The absence of computers and a computer-aided learning lab is a notable gap. Investment in technology could improve teaching methods and provide students with valuable digital literacy skills, bridging the digital divide.

Addressing the teacher shortage is critical. Recruiting and retaining qualified teachers is essential to guarantee a quality education for the students of Govt. PS Silli Liche.

The school serves as a vital educational institution in a rural community. Continued support and investment from the government and other stakeholders are crucial to ensure its sustained growth and success, allowing it to better serve its students and the community.