NO.327 DURAMARI LPS

NO.327 DURAMARI LPS was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in KOKRAJHAR block of KOKRAJHAR 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 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 2 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. 327 DURAMARI LPS: A Rural Primary School in Assam, India

NO. 327 DURAMARI LPS, a government-run primary school, serves the rural community of Kokrajhar, Assam, India. Established in 1950 under the Department of Education, this co-educational institution provides primary education (grades 1-5) to the area’s children. The school’s commitment to education is evident in its dedicated staff and existing infrastructure, despite certain limitations.

The school building, a government structure, houses three classrooms, all in good condition, ensuring a conducive learning environment for students. Additional space is available for non-teaching activities and a dedicated room for the head teacher. While the school lacks a boundary wall and electricity, it offers a functional playground for children’s recreation and hand pumps provide a reliable source of drinking water. Importantly, ramps are available for students with disabilities, ensuring inclusivity.

The school’s instructional medium is Assamese, delivered by a team of four male teachers. The head teacher, Amiruddin Sheikh, leads the school’s dedicated staff, ensuring smooth operations and a focus on academic excellence within the available resources. Meals are prepared and provided on the school premises, guaranteeing that students’ nutritional needs are met.

While the school lacks a library and computer-aided learning facilities, its focus remains on providing quality primary education. The absence of these resources underscores the need for further investment and support to enhance educational opportunities for the students. The availability of a playground demonstrates a commitment to providing a holistic educational experience that extends beyond the classroom.

Despite the absence of computers and a computer lab, the school actively strives to deliver a comprehensive curriculum. The lack of female teachers presents an opportunity for improvement in representation and diversity within the teaching staff. The absence of a pre-primary section may limit access to early childhood education for the youngest children in the community.

The school’s location in a rural area highlights the challenges faced in providing quality education in underserved communities. Access to technology and resources remains a key area for development, which would significantly enhance the learning experience for the students. Continued efforts to improve infrastructure and resource allocation are crucial to ensuring the school’s continued success.

This government-managed institution operates under the Department of Education’s guidance, upholding its commitment to providing education to the rural populace. The dedication of the teaching staff ensures the school provides valuable foundational knowledge to its students.

The existing infrastructure, though limited, serves as a solid base upon which future improvements can be built. The availability of toilets and ramps shows a commitment to inclusivity and student well-being.

In conclusion, NO. 327 DURAMARI LPS provides a crucial service to its community, despite the challenges of resource limitations. Future enhancements focusing on infrastructure, technology, and teacher diversity will further improve the quality of education offered at the school.

The school’s commitment to providing quality primary education amidst limited resources showcases the dedication of its staff and the importance of continued support from the government and community stakeholders. The school’s strong foundation, coupled with future development, promises brighter prospects for its students.