HASIN-II LPS

HASIN-II LPS was established in 2008 and it is managed by the Local body. It is located in Rural area. It is located in MAIBANG block of DIMA HASAO 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. 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 None and it is functional. The school has 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 33 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.

HASIN-II LPS: A Detailed Profile of a Rural Primary School in Assam, India

HASIN-II LPS, a primary school located in the rural heart of Dima Hasao district, Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 2008 under the management of the local body, this co-educational institution serves students from Class 1 to Class 5, with an additional pre-primary section catering to younger learners.

The school’s infrastructure comprises a government-owned building featuring a single classroom, ensuring a focused learning environment for its students. While lacking a boundary wall and electricity, the school boasts a library stocked with 33 books, providing essential resources for academic enrichment. The provision of a mid-day meal, prepared on the school premises, addresses the nutritional needs of its students.

A dedicated team of six teachers, including two male and four female educators, and one pre-primary teacher, ensures that students receive personalized attention. The head teacher, MOHANLAL ARDAO, leads this committed faculty in providing a quality education to the children. The school utilizes Bengali as the primary language of instruction.

The school’s operational details highlight a commitment to providing a foundational education. The academic curriculum focuses on primary level studies (Classes 1-5). The school operates as a non-residential institution, making it convenient for students in the surrounding rural area. The absence of computer-aided learning and computers does not diminish the school’s dedication to fostering literacy and fundamental skills.

The availability of a single girls’ toilet underscores the school’s commitment to providing basic sanitation facilities. Importantly, the school operates within easy reach via an all-weather road, ensuring accessibility for both students and faculty throughout the year. The academic year follows a standard schedule, commencing in April.

While improvements to the infrastructure and technology would enhance the educational experience, the school’s dedication to its students and its commitment to providing essential resources in a challenging environment remain commendable. The dedication of its teachers and the community’s support form the backbone of this vital institution.

Despite the lack of certain amenities, the school’s focus remains steadfast on providing a basic education to the children of the region. The school’s reliance on a single classroom highlights the need for expansion and improved infrastructure. However, the existing resources are utilized effectively by a committed team of educators.

The lack of a boundary wall presents a security challenge, and the absence of electricity limits the potential for integrating technology into the teaching process. Nevertheless, the presence of a library and the provision of meals demonstrates a conscious effort to enhance the learning experience.

The school’s rural location presents logistical challenges, but the all-weather road access is a significant factor in ensuring consistent attendance. The school’s management is actively involved in providing an inclusive learning environment, as shown by the inclusion of a pre-primary section.

In summary, HASIN-II LPS represents a critical component of the educational infrastructure in its community, providing fundamental education and essential support services despite facing infrastructural limitations. The school’s commitment to its students shines through the efforts of its dedicated faculty and its unwavering focus on core educational principles. Continued investment in infrastructure and resources would greatly enhance the learning environment and prepare students for future success.