KAMALA KOPTAK LPS

KAMALA KOPTAK LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in DHEMAJI block of DHEMAJI 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 Dilapidated 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 121 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.

Kamala Koptak LPS: A Rural Primary School in Assam

Kamala Koptak LPS, a primary school located in the rural Dhemaji district of Assam, India, stands as a testament to the dedication to education in even the most remote areas. Established in 1979, this co-educational institution is managed by the Department of Education and serves students from Class 1 to Class 5. The school’s commitment to providing a quality education is evident in its dedicated teaching staff and available resources.

The school’s infrastructure, while needing attention, provides a functional learning environment. The single classroom, though located in a dilapidated building, remains in good condition and serves as the primary space for instruction. Additional rooms support non-teaching activities, and a separate space is designated for the teachers. Despite lacking a boundary wall and electricity, the school boasts other essential amenities. A playground provides ample space for recreation, while a library, stocked with 121 books, encourages a love for reading. The availability of separate boys’ and girls’ toilets further contributes to a safe and comfortable learning atmosphere.

The school’s academic focus is exclusively primary education, with Assamese serving as the primary language of instruction. This commitment to local language ensures accessibility and cultural relevance. The curriculum is designed to meet the needs of the students within their socio-cultural context, promoting effective learning.

The teaching staff comprises two dedicated teachers, one male and one female, fostering a supportive and balanced learning environment. The school also provides midday meals, prepared on-site, ensuring that students receive proper nourishment to support their learning. The provision of meals addresses a critical need for many students, eliminating potential barriers to attendance and academic success.

While the school lacks modern technological resources like computers and a computer-aided learning lab, its emphasis on core subjects and fundamental skills ensures a strong foundation for its students. This reflects a pragmatic approach focused on providing quality education despite resource limitations.

The absence of a boundary wall highlights the need for community involvement and support to further enhance the school’s safety and security. Similarly, the lack of electricity underscores the critical importance of access to reliable power sources to improve teaching and learning outcomes.

The school’s commitment to providing a safe and inclusive environment is reinforced by the provision of separate toilets for boys and girls. The lack of ramps, however, indicates an area needing improvement to ensure accessibility for all students.

The school’s location in a rural area necessitates a focus on community engagement and collaboration. Local partnerships can play a pivotal role in addressing infrastructure challenges and providing additional resources. This community involvement is essential for the continued success of Kamala Koptak LPS.

The availability of drinking water, however, is a significant concern; further attention must be given to address this critical need. The absence of access to safe drinking water directly impacts student health and well-being.

Despite the challenges, Kamala Koptak LPS remains a beacon of hope and opportunity for children in the rural areas. The dedication of the teachers and the school’s fundamental provisions showcase the resilience and commitment to providing quality education, even within resource constraints. Continued support from local communities and government agencies will be critical to ensuring its continued success.