NO.822 ATHIABARI LPS

NO.822 ATHIABARI LPS was established in 1960 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. 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 4 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 a playground. The school has a library and has 20 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. 822 ATHIABARI LPS: A Comprehensive Overview of a Rural Assam Primary School

NO. 822 ATHIABARI LPS, a government-run primary school, stands as a vital educational institution in the rural landscape of Assam, India. Established in 1960 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, also incorporating a pre-primary section. Its location within the DOTMA block of KOKRAJHAR district places it at the heart of a community it serves.

The school’s infrastructure, while modest, provides a functional learning environment. Four classrooms ensure adequate space for instruction, supplemented by additional rooms for non-teaching activities and a dedicated space for the teaching staff. A notable feature is the school’s library, housing a collection of 20 books, offering students access to supplementary reading materials. Furthermore, the presence of a playground provides a valuable space for recreation and physical activity. The school’s commitment to student well-being is evident in the provision of hand pumps for clean drinking water and separate functional toilets for boys and girls. Ramps for disabled children ensure accessibility.

The school’s operations are characterized by a dedicated teaching staff. Two male teachers currently provide instruction, utilizing Assamese as the medium of instruction. Mid-day meals, prepared and provided on the school premises, contribute significantly to student nutrition and attendance. The school’s operational structure is further enhanced by its pre-primary section, catering to younger students.

The school’s physical characteristics are defined by its rural setting and its government-provided building. While it lacks a boundary wall and electricity connection, its basic infrastructure ensures a functional learning space. The absence of a computer lab and computers underlines the need for potential future improvements in technology integration.

The school’s management and governance fall under the purview of the Department of Education, reflecting a commitment to providing accessible and quality primary education within the region. The school’s rural location underscores its importance in delivering education to children in underserved areas.

NO. 822 ATHIABARI LPS plays a crucial role in providing primary education to the children in the surrounding community. Its accessible location, coupled with its dedication to student well-being, ensures a vital educational service.

The school’s strengths lie in its commitment to providing a basic education. The dedicated teachers and provision of mid-day meals contribute to its effectiveness. The presence of a library and playground showcase efforts to enrich the learning experience.

However, the lack of electricity and a computer lab present opportunities for improvement, reflecting a need for enhanced technology integration. Similarly, the absence of a boundary wall could be addressed for improved security.

The school’s success is largely dependent on continuous support and investment. Addressing infrastructure gaps and enhancing technological capabilities would significantly enhance the educational experience for the students.

In conclusion, NO. 822 ATHIABARI LPS serves as a vital educational cornerstone in its community, offering a foundation of learning to young children in a rural setting. While it faces challenges, its commitment to providing a functional and nurturing learning environment underscores its importance in the development of the community. Further investment and improvements can further strengthen its role in shaping the future generation.