NO.71 KHARIDA CHANDALA LPS

NO.71 KHARIDA CHANDALA LPS was established in 1939 and it is managed by the Department of Education. It is located in Rural area. It is located in DOTMA block of KOKRAJHAR 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. Bodo 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 2 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 2 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.

NO.71 Kharida Chandala LPS: A Glimpse into a Rural Assam Primary School

NO.71 Kharida Chandala LPS, a government-run primary school nestled in the rural heart of Assam, offers a fascinating case study of education in a remote Indian setting. Established in 1939 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with an additional pre-primary section catering to younger learners. The school’s commitment to education is evident in its dedicated staff, comprising one male and one female teacher, led by Head Teacher Swapam Kr. Brahma. The school’s instruction medium is Bodo, reflecting the local linguistic landscape.

The school’s infrastructure, while modest, reflects its commitment to providing basic learning facilities. Housed in a government building, the school boasts two classrooms, each maintained in good condition. Additional rooms support non-teaching activities, and a separate space is designated for the head teacher. The school provides midday meals, prepared on-site, ensuring students receive proper nourishment alongside their education.

Despite its rural location, the school is accessible via an all-weather road. The academic year commences in April, following the standard Indian school calendar. Access to clean drinking water is ensured through functioning hand pumps, addressing a crucial aspect of hygiene and health within the school environment. Separate toilet facilities are available for both boys (one) and girls (two), prioritizing the well-being and comfort of the students.

The school’s current facilities do, however, highlight areas for potential improvement. The absence of a boundary wall raises safety concerns, and the lack of electricity limits the scope of educational resources available. The absence of a library and playground also means missed opportunities for enriching the students’ learning experience beyond the classroom. Similarly, the lack of computer-aided learning facilities indicates a need for modernizing educational tools.

The school’s commitment to inclusive education is evident in its pre-primary section, yet ramps for disabled access are currently unavailable, signifying an area requiring attention to ensure full inclusivity. The school’s management remains committed to ensuring a safe and functional learning environment, and the presence of both male and female teachers underscores a commitment to gender balance in the teaching staff.

The school’s location in the rural DOTMA block of KOKRAJHAR district speaks volumes about its pivotal role in the community. Its longevity, spanning nearly a century, underlines its enduring contribution to education within this specific region of Assam. The school’s infrastructure, while basic, effectively serves its primary function, showcasing the dedication of the teachers and administrators within constraints.

Looking to the future, further development of facilities could dramatically enhance the quality of education offered at NO.71 Kharida Chandala LPS. Investments in computer labs, a library, and a playground would significantly enrich the learning experience, while the addition of a boundary wall would enhance the safety and security of the school’s environment. Addressing the lack of electricity is vital to expanding the school’s capacity to utilize modern educational technologies.

Ultimately, NO.71 Kharida Chandala LPS exemplifies the challenges and opportunities within rural education in India. While the school presently operates within resource limitations, its dedication to providing basic education and the presence of a committed teaching staff underscore its importance to the community it serves. Efforts to improve and upgrade its facilities will play a critical role in enhancing the quality of education and creating a more vibrant learning environment.

The school’s journey, from its inception in 1939 to its present state, is a testament to the enduring importance of education, even within resource-constrained environments. By focusing on the existing strengths and strategically addressing the areas requiring development, NO.71 Kharida Chandala LPS can solidify its position as a valuable community asset and continue its long-standing commitment to educating the next generation. Further investment and support will be key to unlocking its full potential.

The details provided offer valuable insight into the unique characteristics of this rural Assam school, highlighting both its achievements and areas for future development. By sharing this information, we hope to illuminate the context of education in a remote area, promoting understanding and possibly fostering support for improved educational infrastructure and resources.