HAFIZ MASADDAR ALI LPS

HAFIZ MASADDAR ALI LPS was established in 1985 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. Bengali 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 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 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.

HAFIZ MASADDAR ALI LPS: A Detailed Overview of a Rural Primary School in Assam, India

HAFIZ MASADDAR ALI LPS, a primary school located in the rural heart of Assam, India, stands as a testament to the dedication to education within the community. Established in 1985 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education in the Bengali language. The school’s location in the KATIGORAH block of CACHAR district places it within a readily accessible area.

The school’s infrastructure, while modest, is functional. A government-provided building houses a single classroom, ensuring all students have access to a learning environment. The presence of a playground provides crucial space for physical activity and recreation. The provision of hand pumps ensures access to clean drinking water, a critical aspect of the students’ well-being. Separate functional boys’ and girls’ toilets also contribute to a safe and hygienic learning environment. Furthermore, ramps for disabled children ensure inclusivity and accessibility for all students.

The school’s teaching staff comprises a dedicated team of three teachers – two male and one female – each contributing to the educational growth of the students. The head teacher, SARIFA BEGUM BARBHUIYA, guides the school with her expertise and commitment. The school operates as a self-contained unit, providing mid-day meals prepared on-site to nourish the students and ensure their well-being.

While the school currently lacks a library and computer-aided learning facilities, its focus remains firmly on providing a strong academic foundation for its students. The absence of a pre-primary section or computer lab highlights potential areas for future development and expansion. The school’s current focus, however, is providing a quality education within its existing resources.

The school’s management by the Department of Education underscores its commitment to providing accessible education to the community. The school’s rural location highlights its vital role in bridging the educational gap and empowering the next generation.

This commitment to accessibility is further emphasized by the school’s all-weather road access, making it easily reachable for students and staff. The commencement of the academic year in April aligns with the regional calendar, optimizing the learning experience for the local context.

The school’s simple yet effective structure ensures that the core elements of primary education are met effectively. The focus remains on delivering quality teaching and promoting a safe and supportive learning environment. The absence of a boundary wall, while noted, does not impede the functionality of the school. Similarly, the lack of electricity does not detract from the effective delivery of the curriculum.

Future expansion and improvements could include the addition of a library, computer lab, and potentially additional classrooms. However, the current structure demonstrates a clear dedication to providing a robust primary education within the available resources. The school’s operational efficiency and dedication to its students should be commended.

The HAFIZ MASADDAR ALI LPS stands as a valuable asset to the community, offering a solid foundation in education to its students. The absence of certain amenities highlights areas for potential improvement, but the school’s commitment to providing a functional and supportive learning environment remains its primary focus.

In conclusion, HAFIZ MASADDAR ALI LPS serves as a vital educational institution in its rural location. Its current successes and potential for future growth contribute significantly to the community’s development. The school’s dedication to its students and its effective management within existing resources make it a commendable example of rural primary education in Assam.