KHALIHA,MARI LPS

KHALIHA,MARI LPS was established in 1952 and it is managed by the Department of Education. 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 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 6 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 a library and has 101 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.

KHALIHA,MARI LPS: A Rural Primary School in Assam, India

KHALIHA,MARI LPS, a government-run primary school, stands as a testament to educational commitment in the rural heartland of Assam, India. Established in 1952, this co-educational institution serves students from Class 1 to Class 5, also offering a pre-primary section. The school’s management falls under the Department of Education, reflecting its integral role within the state’s educational infrastructure.

Located in the Rupahi block of Nagaon district, the school’s rural setting underscores its importance in bringing education to underserved communities. Its accessibility via all-weather roads ensures that students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional climate and agricultural cycles.

The school’s infrastructure includes a government-provided building, housing six classrooms in good condition. These classrooms facilitate learning for the students, while additional rooms support non-teaching activities and provide a dedicated space for the head teacher. The presence of a library, stocked with 101 books, highlights the school’s commitment to fostering a love of reading and learning beyond the classroom. Furthermore, the provision of hand pumps ensures access to clean drinking water, a crucial aspect of the students’ well-being. Sanitary facilities are also available, with one boys’ toilet and one girls’ toilet on the premises.

Instruction is imparted in Assamese, reflecting the local language and cultural context. The teaching staff comprises five male teachers, led by Head Teacher Jogen Ch. Binjuar. The school’s commitment to providing meals ensures that students receive proper nutrition, supporting their academic progress.

While the school lacks a computer lab and computer-aided learning, the presence of ramps for disabled children emphasizes the school’s commitment to inclusivity. The absence of electricity and a boundary wall present ongoing challenges, underscoring the need for continued development and resource allocation to enhance the school’s infrastructure.

The school’s library plays a significant role in supplementing classroom learning, while the lack of a playground may present limitations for physical activity. The provision of mid-day meals directly addresses the nutritional needs of the students. The school’s focus on primary education (Classes 1-5) is in line with its role in providing foundational learning.

KHALIHA,MARI LPS continues to serve the educational needs of the local community. Its existence highlights the ongoing efforts to improve access to quality education in rural areas. The availability of toilets and drinking water, combined with the dedicated teaching staff, provides a basic, yet essential, platform for learning and development.

This institution demonstrates the continued need for support and improvements in infrastructure, particularly in areas such as electricity and boundary walls. Yet, the resilience and dedication displayed by the school staff and the community are commendable. The school serves as a symbol of hope and opportunity for the children of KHALIHA and the surrounding areas.

The school’s success hinges on continued community support and government investment. Addressing the gaps in infrastructure and resources would significantly enhance the learning environment and the overall educational experience for the students. The provision of a playground and improved access to technology are vital aspects for future growth.