NO.84 FULGURI LPS

NO.84 FULGURI LPS was established in 1929 and it is managed by the Department of Education. It is located in Rural area. It is located in SIDLI block of CHIRANG 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 52 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.84 FULGURI LPS: A Rural Primary School in Assam, India

NO.84 FULGURI LPS, a government-run primary school, stands as a cornerstone of education in the rural landscape of Assam, India. Established in 1929, this co-educational institution plays a vital role in shaping young minds within the SIDLI block of CHIRANG district. The school’s commitment to education is evident in its comprehensive approach, catering to students from Class 1 to Class 5.

The school’s infrastructure, while modest, is functional. Two classrooms provide space for learning, and the presence of a library, stocked with 52 books, fosters a love for reading among students. A playground provides a space for recreation and physical activity, vital for a holistic educational experience. The school’s commitment to accessibility is demonstrated by the presence of ramps for disabled children. Furthermore, the provision of hand pumps ensures access to clean drinking water for students and staff. Separate functional boys’ and girls’ toilets are also available, promoting hygiene and safety.

The school’s teaching staff comprises one male and one female teacher, working collaboratively to deliver quality education. A significant aspect of the school’s curriculum is its use of Bodo as the medium of instruction, ensuring the preservation and promotion of the local language and culture. The school also operates a pre-primary section, extending educational opportunities to younger children. While the school does not have access to electricity or a computer lab, its dedication to providing a solid foundation in primary education remains steadfast. The absence of computers, however, limits the integration of technology into the learning process.

The school’s management is under the Department of Education, indicating a strong governmental support system. Meals are provided and prepared on the school premises, ensuring that students receive proper nourishment. This commitment to providing a well-rounded education highlights the dedication of the staff and administration.

The school’s rural location presents both challenges and opportunities. While access to resources may be limited, the close-knit community often plays a vital role in supporting the school’s activities and growth. The absence of a boundary wall could be a factor to consider for enhanced safety.

The head teacher, PARBATI NARZARY, plays a central role in guiding the school’s operation and maintaining its high standards. Her leadership is crucial for the success of this educational institution.

The school’s adherence to the ‘Others’ board for Class 10 and Class 10+2 suggests a unique approach to the curriculum, potentially reflecting the specific needs and priorities of the local community.

In conclusion, NO.84 FULGURI LPS represents a vital part of the educational landscape in rural Assam. Despite its challenges, the school is effectively serving the needs of its community, providing a foundational primary education that instills a love of learning and prepares students for their future endeavors.

The school’s history, dating back to 1929, reflects its enduring contribution to the community. Its commitment to providing a well-rounded education, despite limited resources, makes it a noteworthy example of educational dedication in a rural setting. The school’s focus on Bodo as the medium of instruction underscores the importance of preserving local languages and cultural heritage. The future of NO.84 FULGURI LPS depends on continued support from the government, the local community, and dedicated educators.