LOWER MABAU LPS

LOWER MABAU LPS was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in HARANGAJAO block of DIMA HASAO 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. English 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 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 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 Provided but not Prepared in School Premises providing mid-day meal.

LOWER MABAU LPS: A Rural Primary School in Dima Hasao, Assam

LOWER MABAU LPS, a government-run primary school, serves the rural community of Harangajao in Dima Hasao district, Assam. Established in 2008 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5, with a dedicated pre-primary section. The school’s commitment to education is evident in its dedicated teaching staff.

The school boasts a team of three teachers – two male and one female – complemented by a single pre-primary teacher and a head teacher, Shibani Karigapsa. English serves as the primary medium of instruction, fostering multilingual competency amongst the students. The school building, while functional, lacks some essential amenities, highlighting areas for potential improvement and development.

The school’s infrastructure comprises two classrooms in good condition, suitable for the current student population. While lacking a boundary wall and electricity, the school ensures the safety and well-being of its students with functional boys’ and girls’ toilets. The absence of a library, playground, and computer-aided learning facilities presents opportunities for future enhancements to enrich the learning experience.

Access to clean drinking water is currently unavailable at the school, which is a significant concern requiring immediate attention. The provision of ramps for disabled children, however, demonstrates a commitment to inclusive education. While the school does provide midday meals, these are sourced externally rather than prepared on-site.

The school’s location in a rural area necessitates consideration of transportation and accessibility. While the description mentions all-weather road access, further information on the precise location and accessibility for students from varied backgrounds is needed.

The academic curriculum adheres to the standards set for primary education (Classes 1-5), using the “Others” board for higher secondary education. The school’s focus on providing a foundational education is evident in its dedication to providing quality instruction in a nurturing environment.

The school’s non-residential nature simplifies operational logistics but underscores the need for improved infrastructure to provide a comprehensive educational experience. The absence of computers and a computer lab limits opportunities for technology-integrated learning.

The lack of a library and limited resources emphasize the crucial need for community and governmental support to expand the school’s resources and improve the overall learning environment. Future plans could focus on adding a library, establishing a computer lab, improving water facilities, and constructing a boundary wall.

The success of LOWER MABAU LPS rests on the dedication of its teachers and the support of the community. The school’s dedication to providing education in a challenging environment sets a positive example.

Investing in LOWER MABAU LPS will not only enhance the quality of education for the children in Harangajao but also contribute to the overall development of the community. Further information on enrollment numbers, student performance, and future plans would provide a more comprehensive picture of the school’s contribution to the community.