JENGDAFADER LPS

JENGDAFADER LPS was established in 1985 and it is managed by the Unrecognised. It is located in Rural area. It is located in RUPAHI block of NAGAON 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. 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 Private 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 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 0 boys toilet and it is functional. and 0 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.

Jengdafader LPS: A Rural Primary School in Assam, India

Jengdafader LPS, a primary school located in the rural area of Rupahi block, Nagaon district, Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1985, this unrecognised school provides primary education (classes 1-5) to children in the region. The school’s commitment to education is evident in its dedicated staff and available resources.

The school building, a private structure, houses three classrooms, ensuring sufficient space for instruction. While lacking certain modern amenities, the school prioritizes the learning environment. A playground provides a vital space for recreation and physical activity, promoting holistic development alongside academic learning. The school also benefits from access to hand pumps, providing a crucial source of drinking water for students and staff.

The instructional medium at Jengdafader LPS is Assamese, reflecting the local linguistic context. The teaching staff consists of three teachers – two male and one female – dedicated to delivering quality education. The school is co-educational, welcoming students of both genders and fostering an inclusive learning atmosphere. The school operates on a standard academic calendar, commencing its session in April.

The school’s management emphasizes the importance of nutrition, offering midday meals provided and prepared on-school premises. This nutritional support plays a vital role in student well-being and enhances their ability to focus on their studies. The school’s infrastructure includes a separate room for the head teacher, PRERITA TOPPO, highlighting a commitment to effective administration and staff support. The school’s boundary is secured by an “Others” type wall, though electricity is unavailable.

Jengdafader LPS demonstrates resilience and community spirit in providing basic education despite resource constraints. The absence of computer-aided learning and a library reflects the challenges faced by many schools in rural areas. However, the school’s dedication to providing a safe, accessible, and nurturing learning environment is commendable.

The school’s location, nestled within a rural setting, underscores the importance of its contribution to the community. Serving students from Class 1 to Class 5, Jengdafader LPS plays a significant role in providing foundational education to young learners in the region. The lack of a pre-primary section indicates a possible area for future expansion, which could further enhance the school’s impact on the community.

The head teacher’s presence and the dedicated teaching staff highlight the human element central to the school’s operation. The absence of contract teachers points to a reliance on committed, full-time educators dedicated to the school’s success. The commitment to providing a midday meal underlines the school’s holistic approach to supporting the well-being and academic progress of its students.

Jengdafader LPS’s operational status as an unrecognised school indicates potential challenges in terms of funding and resource allocation. However, the school’s persistent operation for nearly four decades signifies the community’s determination to access quality education. The school’s commitment is evident in its ongoing educational service to the students in its charge.

The physical attributes of Jengdafader LPS, including its classroom numbers and playground, reflect a practical approach to education. The absence of ramps for disabled children highlights a potential area for infrastructural improvement to promote complete inclusivity. The availability of hand pumps ensures access to clean drinking water, a fundamental requirement for a healthy learning environment.

In conclusion, Jengdafader LPS serves as a testament to the enduring importance of education in remote areas. While facing challenges in access to modern technology and certain resources, the school’s dedication to its students and commitment to quality education are evident. This unrecognised school demonstrates the resilience of community efforts in providing essential educational services.

Looking forward, the school’s continued operation and the community’s support will likely determine its future growth and development. Efforts to upgrade facilities and enhance resources could significantly benefit the school and contribute to the community’s educational advancement. Jengdafader LPS stands as a valuable community asset, committed to nurturing young minds in a challenging yet rewarding environment.