NALBARI ADALBARI LATE KUHIRAM LPS

NALBARI ADALBARI LATE KUHIRAM LPS was established in 1980 and it is managed by the Unrecognised. It is located in Rural area. It is located in BASKA block of BAKSA 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 Private building. It has got 3 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a 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.

NALBARI ADALBARI LATE KUHIRAM LPS: A Rural Primary School in Assam

NALBARI ADALBARI LATE KUHIRAM LPS, a primary school located in the rural BASKA block of BAKSA district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 1980, this unrecognized school provides education to children from Class 1 to Class 5, serving as a vital community resource.

The school’s infrastructure comprises a private building with three classrooms, all in good condition. While lacking a boundary wall and electricity, the school boasts a playground, providing essential space for children’s physical activity. The provision of hand pumps ensures access to drinking water, a crucial aspect of the school’s functionality. The school’s management emphasizes the provision of mid-day meals, prepared and served on the school premises, ensuring students’ nutritional needs are met.

With a total of two teachers – one male and one female – the school maintains a manageable student-teacher ratio. The teaching medium is Assamese, reflecting the local linguistic context. The school also features a pre-primary section, catering to younger children, further expanding its reach within the community. The head teacher, SEWALI DEKA, plays a crucial role in overseeing the school’s operations.

The school’s academic focus remains primarily on primary education (Classes 1-5), aligning with its designation and resources. The curriculum follows an unspecified board for Class 10 and Class 10+2, suggesting a potential flexibility in its approach to higher education pathways.

The school’s co-educational nature fosters an inclusive learning environment. However, certain features point to areas requiring attention. The absence of a computer lab and computers hinders opportunities for technology-integrated learning. Similarly, the lack of a library and library books limits access to supplementary reading materials, potentially impacting students’ overall development.

Despite these limitations, the school provides a valuable service to the community, particularly considering its rural location. The presence of a pre-primary section showcases a commitment to early childhood education, laying the foundation for future academic success. The consistent provision of meals highlights a dedication to supporting the holistic well-being of its students.

The school’s management, classified as “Unrecognized,” highlights the need for potential external support to improve infrastructure and access to resources. This status may impact access to funding and teacher training opportunities, potentially affecting the overall quality of education.

The school’s location along an all-weather road ensures accessibility throughout the year, benefiting both students and staff. The April start to the academic session aligns with the regional academic calendar. The absence of ramps underscores the need for future accessibility improvements to accommodate students with disabilities.

In conclusion, NALBARI ADALBARI LATE KUHIRAM LPS serves as a vital educational hub within its community, despite facing infrastructural and resource challenges. Its dedication to providing primary education and mid-day meals, combined with its commitment to early childhood development, highlights the importance of this small, rural school in shaping the future of its students. Further support and investment could significantly enhance its capacity to provide even better educational opportunities.