NO. 2 CHAKALIA LPS

NO. 2 CHAKALIA LPS was established in 1983 and it is managed by the Department of Education. It is located in Rural area. It is located in JOYPUR block of DIBRUGARH district of Assam. The school consists of Grades from 1 to 5. 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 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 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 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.

NO. 2 CHAKALIA LPS: A Rural Primary School in Assam

NO. 2 CHAKALIA LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Joypur block in Dibrugarh district, Assam. Established in 1983 under the Department of Education, this co-educational school provides primary education from Class 1 to Class 5. The school’s commitment to providing quality education is evident in its dedicated teaching staff and available resources.

The school’s infrastructure, while modest, caters to the needs of its students. The single classroom is in good condition, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. A playground offers students a space for recreation and physical activity, fostering a holistic learning environment. The availability of hand pumps ensures access to clean drinking water, crucial for the well-being of students and staff. Conveniently situated, the school is accessible via an all-weather road. The academic year commences in April, following the standard academic calendar of the region.

The school’s teaching staff comprises two male teachers, dedicated to providing quality instruction. Assamese serves as the medium of instruction, ensuring that students receive education in their native language. The school actively provides and prepares mid-day meals on the premises, addressing the nutritional needs of its students and ensuring their active participation in learning.

While the school lacks some amenities, such as a boundary wall, electricity, and a computer lab, its commitment to education remains steadfast. The absence of these facilities does not detract from the core function of providing primary education. The presence of separate boys’ and girls’ toilets reflects a commitment to providing a safe and inclusive learning environment.

The school’s management emphasizes a collaborative approach, with a single head teacher, Girin Kumar Limboo, providing leadership and guidance. The school’s rural location necessitates a focus on community engagement and collaboration to overcome infrastructural challenges and ensure the continued success of its educational programs.

Although the school does not offer pre-primary education or possess a library, its focus remains sharply on its primary educational mandate. The lack of computers and computer-aided learning does not impede the delivery of a basic educational foundation. The school’s relatively small size fosters a close-knit community among students and teachers, facilitating personalized attention and support.

The school’s adherence to the Others board for both Class 10 and Class 10+2 suggests a flexible approach to academic pathways, catering to the specific needs of its students and the broader community. This adaptability is essential in a rural context, where educational options may be limited.

NO. 2 CHAKALIA LPS operates within the limitations of its resources, however its commitment to education remains strong. The school’s location and basic facilities cater to the needs of the local community, demonstrating its importance in providing essential primary education. Its provision of mid-day meals underscores its concern for the students’ well-being, going beyond just academic learning.

The school’s management, under the Department of Education, plays a crucial role in resource allocation and support. Continuous collaboration between the school, the local community, and the Department of Education is essential to further improve facilities and enhance educational opportunities for the children. The presence of ramps for disabled children showcases a commitment to inclusivity, emphasizing the school’s dedication to serving all students.

In conclusion, NO. 2 CHAKALIA LPS, despite its limitations, stands as a testament to the commitment to providing primary education in a rural setting. The school continues to serve its community effectively, offering essential learning opportunities and fostering a supportive environment for its students. Further improvements to infrastructure and resources, driven by ongoing collaboration, promise a brighter future for this vital educational institution.