MITHERDISA LPS

MITHERDISA LPS was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in MAIBANG 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. Bengali 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 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 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 and Prepared in School Premises providing mid-day meal.

Mitherdisa LPS: A Rural Primary School in Dima Hasao, Assam

Mitherdisa LPS, a primary school nestled in the rural landscape of Dima Hasao district, Assam, stands as a testament to the commitment to education in even the most remote corners of India. Established in 1959, this government-run institution plays a vital role in shaping the lives of young children in the Maibang block. The school’s dedication to providing quality education is evident in its approach and infrastructure, despite facing certain infrastructural challenges.

The school’s curriculum caters to students from Class 1 to Class 5, following a Bengali medium of instruction. Its co-educational structure ensures equal opportunities for both boys and girls, fostering a sense of inclusivity within the learning environment. A noteworthy feature is the presence of an attached pre-primary section, expanding access to early childhood education within the community.

The school’s physical infrastructure, while functional, highlights areas where improvement could enhance the learning experience. The presence of one classroom, although sufficient for the current enrollment, reflects the need for potential expansion in the future. The school building is government-owned, and while adequate, it lacks a boundary wall, and currently lacks an electricity connection.

Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet. Accessibility for disabled children is ensured with ramps provided for ease of access to the classroom. However, the absence of a playground and library presents limitations to the holistic development of students. The lack of a library and computer-aided learning facilities reflects the need for additional resources to enhance the learning process and bridge the digital divide.

The school’s management is under the Department of Education, demonstrating the government’s support for this vital educational institution. The school boasts a dedicated teaching staff, comprising two male teachers and one head teacher, Jitendro Parbo, who play a pivotal role in shaping the futures of the children under their care. Meals are provided and prepared on the school premises, ensuring that students receive proper nourishment.

While the school currently does not have computers or a computer-aided learning lab, its commitment to providing a quality primary education is evident. The school operates under the “Others” board classification for classes 10 and 10+2. The consistent operation, since its establishment in 1959, demonstrates its crucial role in the local community.

The accessibility of the school is ensured through all-weather road connectivity, making it easily reachable for students and staff alike. This crucial aspect of accessibility underscores the commitment to removing geographical barriers to education. The school’s academic year follows a typical April start, aligning with the broader educational calendar.

Mitherdisa LPS, despite its limited resources, remains a beacon of hope and opportunity for children in the rural community. Its focus on providing a basic education, complemented by the provision of meals, highlights its commitment to holistic child development. While infrastructural improvements are needed, the school’s dedication to the community’s children is unwavering.

The school’s success hinges on its dedicated teachers and its position within the local community. Continuous efforts to enhance its resources and infrastructure will greatly benefit the students and strengthen its role as an essential pillar of education in the region. Future development could include securing electricity, constructing a boundary wall, establishing a library, and introducing computer-aided learning facilities.

The dedication of Mitherdisa LPS to providing quality education in a rural setting showcases the ongoing efforts to bridge the educational gap in Assam. This institution serves as a compelling example of the importance of primary education in shaping the future of rural communities. Continued support and investment in this vital institution will ensure that it continues to thrive and empower generations of students.