LUTUMAI PAR HS

LUTUMAI PAR HS was established in 1983 and it is managed by the Department of Education. It is located in Rural area. It is located in KATHIATOLI block of NAGAON district of Assam. The school consists of Grades from 9 to 10. 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 Government building. It has got 0 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 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 1000 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Lutumai Par High School: A Profile of a Rural Assam Secondary School

Lutumai Par High School (LUTUMAI PAR HS), established in 1983, serves the rural community of Kathiatoli block in Nagaon district, Assam. Managed by the Department of Education, this co-educational institution focuses on secondary education, catering to students from classes 9 to 10. Assamese serves as the primary language of instruction.

The school’s infrastructure includes a government-provided building, equipped with a functional library boasting a collection of 1000 books, and a dedicated playground for recreational activities. The school also benefits from reliable electricity and access to clean drinking water through hand pumps. Separate boys’ and girls’ toilets are available on the premises.

The school’s teaching staff comprises 10 dedicated educators, including 9 male teachers and 1 female teacher. The school uses the State Board curriculum for Class 10 and follows a curriculum designated as “Others” for higher secondary education (Class 10+2). The school does not offer pre-primary education.

While lacking a boundary wall and a computer-aided learning lab, the school possesses 12 functional computers to support teaching and learning. The school’s accessibility is further enhanced by its location along an all-weather road, ensuring year-round access for students and staff. The academic year commences in April.

Despite the absence of ramps for disabled students, the school strives to provide a conducive learning environment. The existing facilities include a sufficient number of functional toilets for both genders, adding to the school’s overall functionality and student welfare.

The school’s commitment to education is evident in its well-maintained classrooms and dedicated library. The provision of clean drinking water and a dedicated playground indicates a focus on student well-being beyond academics. The lack of a pre-primary section and computer-aided learning lab represents areas for potential future development.

The school’s location in a rural area underlines its vital role in bridging the educational gap and providing opportunities to students in the region. The government’s support, reflected in the provision of the school building, demonstrates a commitment to improving education infrastructure in underserved communities.

The staff-to-student ratio, though not explicitly mentioned, is likely manageable given the school’s size and grade levels. The school’s establishment in 1983 highlights its long-standing contribution to the community’s educational landscape.

Further information regarding the school’s specific programs, extracurricular activities, and student enrollment figures would offer a more comprehensive understanding of its overall functioning and impact on the community. The school’s accessibility and functional infrastructure suggest a commitment to providing a basic yet essential level of education in a rural setting.

Future development could potentially include upgrading facilities, incorporating technology into the curriculum through a dedicated computer lab and introducing a computer-aided learning program. The addition of ramps for disabled accessibility would further enhance the inclusivity of the school environment.

In conclusion, Lutumai Par High School stands as a testament to the ongoing efforts towards improving education access in rural Assam. Its dedication to providing secondary education, combined with its existing resources, makes it a significant educational hub within its community. The school’s future growth and development should prioritize improving facilities to fully cater to the needs of its diverse student population.