NO.193 GORPARA LPS

NO.193 GORPARA LPS was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in DHEKIAJULI block of SONITPUR 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 Rent Free Building building. It has got 5 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 Others boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 50 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.193 GORPARA LPS: A Rural Primary School in Assam

NO.193 GORPARA LPS, a primary school located in the rural DHEKIAJULI block of SONITPUR district, Assam, has served the community since its establishment in 1949. Managed by the Department of Education, this co-educational institution provides a foundational education for children from Class 1 to Class 5. The school offers a pre-primary section, catering to the youngest learners in the area. Instruction is delivered in Assamese, making it accessible to the local community.

The school building, provided rent-free, houses five classrooms in good condition, ensuring a suitable learning environment for its students. A dedicated room serves as the head teacher’s office, while additional spaces cater to non-teaching activities. The school boasts a playground and a library stocked with 50 books, supplementing classroom learning with recreational and literary resources. Furthermore, the school’s commitment to student well-being is reflected in its functional boys’ and girls’ toilets, as well as a well providing clean drinking water. Accessibility is also prioritized, with ramps installed for students with disabilities. The school offers mid-day meals, ensuring students’ nutritional needs are met. The school’s commitment to quality education is reflected in its well-maintained facilities and comprehensive approach to student care.

The school’s teaching staff consists of three teachers, including one head teacher, Rajen Kr. Nath, and employs a simple and effective management structure. Two male and one female teacher collectively impart knowledge to the students, ensuring individual attention. The school follows a traditional academic calendar, with sessions commencing in April. While the school’s infrastructure may be modest, it strives to offer quality education within the available resources.

The absence of electricity and computer-aided learning facilities highlights the need for further development. However, the school’s dedication to its students is evident in the provision of a library, playground, and essential amenities like toilets and clean drinking water. This demonstrates a clear priority on providing a holistic learning experience, despite resource constraints. The school’s rural location presents unique challenges, emphasizing the need for continued support and investment.

The school’s success can be partially attributed to its strategic location, easily accessible via all-weather roads. Its modest size allows for close teacher-student interaction and a personalized approach to learning. The school’s management adheres to the established curriculum, preparing students for future educational endeavors. Despite its limited resources, NO.193 GORPARA LPS actively seeks to empower its students and foster a positive learning environment.

Though the school does not have computers or a computer lab, the dedication of its staff and its supportive environment underscore the importance of community-based education. The provision of mid-day meals and other essential facilities speaks volumes about the school’s commitment to its student’s holistic development. The school’s long history, dating back to 1949, further reinforces its enduring role within the community.

The focus on foundational literacy and numeracy skills remains paramount, reflecting the school’s commitment to providing a solid educational base for its students. The school’s curriculum aligns with the national standards, ensuring students receive a well-rounded education. This commitment to a standardized curriculum ensures that graduates are adequately prepared for higher levels of education.

NO.193 GORPARA LPS serves as a testament to the resilience of rural education. The school’s commitment to providing a nurturing environment despite limited resources underscores the importance of community involvement and support in the education sector. This steadfast dedication is noteworthy and exemplifies the vital role such schools play in underserved communities.

The school’s physical infrastructure, while basic, is well-maintained, reflecting a conscious effort to provide a clean and safe learning space. The readily available drinking water and functional sanitation facilities directly contribute to the overall health and well-being of the students, enhancing their learning experience. It is worth noting that the school actively prepares students for secondary education, further highlighting its dedication to providing a solid educational foundation.

The school’s success depends on continued support from local authorities and the wider community. Further investment in resources, particularly in areas such as electricity and computer-aided learning, would significantly enhance the learning experience and improve educational outcomes. Continued community engagement is essential to ensure the continued success and development of NO.193 GORPARA LPS. This partnership between the school and the local community is pivotal for its long-term sustainability and growth.

In conclusion, NO.193 GORPARA LPS is a valuable institution that provides crucial educational services to a rural community in Assam. Despite its limitations, the school’s dedication to its students and its commitment to providing a solid educational foundation are commendable. Continued support and investment will enable the school to overcome challenges and further enhance its contribution to the community.