KHANDAKARPARA LPS

KHANDAKARPARA LPS was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in SRIJANGRAM block of BONGAIGAON 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 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 a playground. The school has a library and has 51 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.

Khandakarpara LPS: A Rural Primary School in Assam

Khandakarpara Lower Primary School (LPS), established in 1975, serves the rural community of Srijangram block in Bongaigaon district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, with an attached pre-primary section. Instruction is primarily conducted in Assamese.

The school’s infrastructure includes a government-provided building equipped with two classrooms in good condition, ensuring a conducive learning environment for its students. A dedicated room for the head teacher and other non-teaching staff further enhances the school’s functionality. While the school boasts a playground and a library stocked with 51 books, the lack of a boundary wall and electricity presents challenges. However, the availability of hand pumps provides a reliable source of drinking water.

Accessibility for students is ensured by the school’s location, reachable by all-weather roads. The academic year commences in April, following the standard academic calendar. The school’s facilities also include separate functional boys’ and girls’ toilets, demonstrating a commitment to providing essential amenities.

The school’s staffing comprises two male teachers and one head teacher, Abu Bakker Siddique, ensuring adequate teacher-student interaction. Meals are provided and prepared within the school premises, addressing the nutritional needs of the students. The presence of a head teacher and additional teachers indicates a dedicated teaching staff.

Ramps for disabled children are available, showcasing the school’s efforts towards inclusivity. The absence of computers and a computer-aided learning lab signifies a need for technological advancements to enhance the learning experience. While the school lacks electricity and a boundary wall, these shortcomings are somewhat mitigated by the readily available hand pumps for drinking water.

The availability of a library, although small, represents a valuable resource for students to enhance their learning beyond the classroom. The school’s efforts to provide meals and maintain basic infrastructure, despite challenges, demonstrate commitment to providing quality primary education to the rural community it serves.

The school’s management aligns with the Department of Education’s standards and policies, ensuring compliance with official guidelines and regulations. The school’s commitment to providing a safe and conducive learning environment, despite lacking certain amenities, underlines its dedication to the children in its care.

The absence of female teachers and a computer lab presents opportunities for future development and expansion. These areas could benefit from additional resources and investment to enhance the learning experience and provide a more comprehensive education to its students.

Future initiatives could focus on securing electricity and building a boundary wall to enhance the safety and learning environment. The addition of computer resources and the recruitment of female teachers would contribute significantly to improving the school’s overall educational offering.

Despite its limitations, Khandakarpara LPS remains a crucial educational institution for the rural community, playing a vital role in shaping young minds and offering a pathway to brighter futures for its students. The ongoing commitment to providing primary education despite limited resources showcases the dedication of the school staff and the community it serves.