LINE NO. 12 LPS

LINE NO. 12 LPS was established in 2015 and it is managed by the Department of Education. It is located in Rural area. It is located in TAMULPUR block of BAKSA district of Assam. The school consists of Grades from 1 to 12. 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 Well 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 not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

LINE No. 12 LPS: A Rural Primary School in Baksa, Assam

LINE No. 12 LPS, a primary school nestled in the rural landscape of Baksa district, Assam, stands as a testament to the dedication to education in even the most remote corners of India. Established in 2015 under the Department of Education, this co-educational institution serves students from Class 1 to Class 12. The school’s infrastructure, while requiring attention, demonstrates the commitment to providing basic learning opportunities.

The school’s single classroom, though housed in a dilapidated building, provides a space for learning. The presence of separate boys and girls’ toilets reflects a commitment to gender-inclusive sanitation, while the lack of a boundary wall presents a challenge to the school’s safety and security. The absence of electricity and computer-aided learning facilities highlights the need for improved infrastructural development.

The school’s educational approach relies on Assamese as the primary medium of instruction, reflecting the local context and cultural sensitivity. A dedicated team of two teachers, comprising one male and one female, guides the students. The head teacher, Ramen Das, leads the school’s operations, ensuring the smooth functioning of daily activities.

The school’s location in a rural area necessitates a reliance on readily available resources. A well serves as the primary source of drinking water, ensuring access to this essential resource. However, the lack of a playground and library limits extracurricular activities and learning opportunities beyond the classroom.

The school’s academic focus is solely on primary education (Classes 1-5), highlighting the need for expansion to cater to the needs of older students. While the school accommodates students up to Class 12, the absence of resources and facilities may pose significant challenges in providing quality education at these higher levels.

While the school does not provide midday meals, the presence of a dedicated head teacher’s room underscores the commitment of the staff to maintain a functional learning environment. The absence of pre-primary sections, computers, and a computer lab underscores the need for further development and investment in educational resources.

The school’s reliance on a well for drinking water and the lack of a boundary wall highlight the immediate needs in terms of infrastructure upgrades. Securing electricity and building a boundary wall are crucial steps toward ensuring a safe and conducive learning environment.

Addressing the dilapidated condition of the school building is paramount to ensuring the safety and well-being of students and teachers. Investment in repairing or replacing the building is essential for creating a suitable learning environment.

Improving the school’s facilities and resources will require concerted efforts from the local community, government agencies, and non-governmental organizations. Collaborative initiatives can help bridge the resource gap and create a vibrant learning center for the children of the region.

In conclusion, LINE No. 12 LPS serves as a crucial educational resource in its community, despite its limitations. With focused support and investment, it holds the potential to transform into a dynamic and well-equipped school, fully realizing its potential to provide quality education to the children of Baksa.