KATAKHAL DUBRIAR PAR LPS

KATAKHAL DUBRIAR PAR LPS was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 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 No Boundary Wall 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 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Katakhal Dubriar Par LPS: A Comprehensive Profile of a Rural Primary School in Assam

Katakhal Dubriar Par LPS, a government-run primary school in Assam, India, stands as a testament to the dedication to education in rural communities. Established in 1982 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journey. The school’s rural location in the Hailakandi district underscores its vital role in providing educational opportunities to children in underserved areas.

The school’s infrastructure, while modest, caters to its needs. Two classrooms provide space for learning, supplemented by additional rooms dedicated to non-teaching activities. The school’s commitment to accessibility is evident in its provision of ramps for disabled children, ensuring inclusivity within the learning environment. Furthermore, the presence of separate boys’ and girls’ toilets highlights the school’s attention to basic sanitation and hygiene. The school’s reliance on hand pumps for drinking water reflects the realities of its rural setting, while the availability of a computer-aided learning lab signifies a progressive approach to teaching methodologies.

Instruction at Katakhal Dubriar Par LPS is conducted in Bengali, reflecting the local language and cultural context. The school boasts a dedicated teaching staff of two educators – one male and one female – committed to shaping young minds. The school’s pre-primary section caters to younger children, preparing them for formal schooling. Importantly, the provision of mid-day meals ensures that students receive adequate nutrition to support their learning and overall well-being.

The school’s operating hours align with the academic calendar, commencing in April. The school’s accessibility via an all-weather road ensures that students can attend school consistently, regardless of weather conditions. This consistent access to quality education is essential for the successful development of students in this rural area. The lack of a boundary wall or library necessitates community support to further improve and enhance the learning facilities.

The school’s management operates under the Department of Education, reflecting its commitment to providing quality education within a structured framework. This framework ensures that the school functions effectively and meets its mission of providing quality education to its students. The school’s status as a non-residential institution highlights its focus on providing quality daily instruction and learning.

The absence of certain amenities, such as a playground and a library, presents opportunities for further development and enhancement. Future plans could encompass expanding the library resources, creating a dedicated playground area, and upgrading electrical facilities to further improve student experience. The absence of computers for teaching and learning is a potential point for future development, while the school’s current computer-aided learning lab suggests a willingness to integrate technology into education.

The school’s management and teaching staff consistently work toward providing a quality learning environment within the resources available. Their dedication, coupled with supportive community involvement, can contribute to enhancing the school’s facilities and creating an even more enriching learning experience for the students. This collaborative effort is crucial for the sustained success of Katakhal Dubriar Par LPS.

The school’s commitment to inclusivity and its dedicated teaching staff, along with its focus on providing essential amenities like clean drinking water and sanitary facilities, highlight its unwavering commitment to its students. These efforts reflect its commitment to improving the quality of life for the students and contributing to their success. The school’s location in a rural area underscores its significant contribution to the wider community.

Looking forward, Katakhal Dubriar Par LPS stands as a vital part of the local community, offering primary education to children in a region where access to educational opportunities can be limited. Continuous improvement and development are important for ensuring the school’s continued success in fostering a positive learning environment.

Katakhal Dubriar Par LPS exemplifies the determination of providing quality education despite infrastructural limitations. Its dedication to its students, community engagement, and focus on inclusivity makes it a remarkable institution contributing significantly to the development of its students and the wider community. The school’s story highlights the importance of ongoing support and development for rural schools in ensuring equitable access to education.