HALAPAKURI 3NO SUPA LPS

HALAPAKURI 3NO SUPA LPS was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in GOBARDHANA block of BARPETA 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 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 Pucca 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 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 Provided and Prepared in School Premises providing mid-day meal.

HALAPAKURI 3NO SUPA LPS: A Comprehensive Profile of a Rural Primary School in Assam

HALAPAKURI 3NO SUPA LPS, a government-run primary school in Assam, India, stands as a vital educational institution serving the rural community. Established in 2004, the school is managed by the Department of Education and caters to students from Class 1 to Class 5. Its co-educational environment includes a pre-primary section, making it a comprehensive learning center for young children in the GOBARDHANA block of BARPETA district.

The school’s infrastructure comprises a government-built building with two well-maintained classrooms dedicated to instruction. While lacking a library or playground, the school ensures access to essential resources. A reliable source of drinking water is provided via hand pumps, and separate functional toilets are available for boys and girls. Importantly, ramps are in place to ensure accessibility for disabled children. The school is powered by electricity and is enclosed by a sturdy pucca boundary wall.

The curriculum at HALAPAKURI 3NO SUPA LPS is delivered in Assamese. The teaching staff consists of three male teachers and one female teacher, totaling four educators committed to providing quality education. The school prepares and provides mid-day meals on its premises, addressing the nutritional needs of its students.

The school’s rural location necessitates an all-weather road access for students and staff. The academic year commences in April, following the standard academic calendar. The school’s management prioritizes creating a conducive learning environment despite resource limitations.

The absence of a computer lab or computers for learning reflects the challenges faced by many rural schools in India. This highlights a potential area for future development and investment to enhance the educational experience. The school’s dedication to providing a basic education within its resource constraints is commendable.

Although the school does not offer classes beyond the primary level, its role in providing foundational education to young children in the rural area is significant. The integration of a pre-primary section demonstrates a commitment to early childhood education.

The school’s management by the Department of Education signifies governmental support and oversight. This assures a degree of accountability and adherence to educational standards. The provision of mid-day meals further underscores the commitment to ensuring that students receive both education and nourishment.

HALAPAKURI 3NO SUPA LPS serves as a microcosm of the educational landscape in rural Assam. While challenges remain in providing a fully comprehensive learning experience, the school’s fundamental commitment to basic education remains steadfast.

The accessibility features, such as the ramps for disabled children, are a positive aspect that demonstrates a focus on inclusivity. This commitment to accommodating students with disabilities is worthy of acknowledgment and further development.

The school’s ongoing operation and dedication to the local community highlight its vital role within the region. Further investment in resources and infrastructure could significantly enhance its educational capabilities and help equip students for future success.