HAZARI LPS

HAZARI LPS was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH block of GOLAGHAT 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 Others 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 no playground. The school has a library and has 60 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.

HAZARI LPS: A Rural Primary School in Assam

HAZARI LPS, a government-run primary school in Assam, India, stands as a testament to the commitment to education in rural communities. Established in 1956, this co-educational institution provides primary education (Classes 1-5) to children in the South block of Golaghat district. The school’s commitment to education is evident in its dedicated teaching staff and the resources available to students.

The school boasts two classrooms, ensuring a relatively low student-teacher ratio. A key feature of HAZARI LPS is its library, housing a collection of 60 books, providing students with access to valuable learning resources. The school also prioritizes the well-being of its students, providing a functional boys’ toilet and a girls’ toilet, and importantly, access to drinking water via hand pumps.

The medium of instruction at HAZARI LPS is Assamese, reflecting the local linguistic context. The school also operates a pre-primary section, catering to the youngest learners in the community. Meals are provided and prepared on the school premises, ensuring that students have access to nutritious food, essential for optimal learning and overall health.

The school’s infrastructure includes a government-built building with a separate room for the teachers. While the school does not have electricity or a playground, the presence of a library and functional sanitary facilities highlights the school’s dedication to providing a conducive learning environment, despite resource limitations.

The building is enclosed by an ‘Others’ type boundary wall, indicating a focus on creating a safe and secure environment for the students. Furthermore, the school’s location in a rural area emphasizes its vital role in providing educational opportunities to children in underserved communities. The school’s accessibility is ensured by an all-weather road.

The school’s management rests with the Department of Education, underscoring its official status and the government’s support in providing quality education. Interestingly, the school’s academic structure and approach align with the local educational norms, reflected in the use of Assamese as the primary teaching language and the provision of pre-primary education.

The absence of computers or a computer-aided learning lab does not diminish the school’s educational value. The focus remains on providing foundational primary education in a supportive and nurturing environment. The school also features ramps for disabled children, demonstrating a commitment to inclusivity.

The school’s rural location and the provision of meals highlight the crucial role of HAZARI LPS in supporting the educational and nutritional needs of the local community. The school’s relatively modest size allows for personalized attention to individual students, potentially maximizing their learning potential.

The presence of only male teachers emphasizes the need for further development in ensuring gender balance in the teaching staff. Future improvements in infrastructure, such as the addition of electricity and a playground, could further enrich the learning experience for the students of HAZARI LPS.

In conclusion, HAZARI LPS, despite its limitations, serves as a valuable educational institution for the rural community it serves. The dedicated teaching staff and the presence of essential facilities, such as toilets, drinking water, and a library, demonstrate a commitment to providing quality education despite challenges. The school’s story underscores the need for continuous support and development of such crucial rural educational institutions.