NO.922 ATHIABARI LPS

NO.922 ATHIABARI LPS was established in 1972 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 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 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 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. 922 ATHIABARI LPS: A Rural Primary School in Assam

NO. 922 ATHIABARI LPS, a government-run primary school, serves the rural community of DOTMA block in Kokrajhar district, Assam. Established in 1972 under the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5, with a notable inclusion of a pre-primary section. The school’s commitment to accessibility is evident in its provision of ramps for disabled children, ensuring an inclusive learning environment.

The school’s infrastructure includes five classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a playground for recreational activities, it currently lacks a library and a boundary wall. The absence of electricity poses a challenge, but the availability of hand pumps ensures access to clean drinking water. Sanitation is addressed with functional boys’ and girls’ toilets. The school provides midday meals, prepared and served on the premises, contributing to the overall well-being of its students.

The medium of instruction is Assamese, reflecting the local linguistic context. The school’s two teachers, one male and one female, work diligently to provide quality education to their students. The school’s rural location, while presenting certain logistical challenges, also connects it deeply with its community, fostering a sense of belonging and shared responsibility.

The school’s management emphasizes providing a comprehensive learning experience. The school’s commitment to providing a conducive environment for learning is reflected in its provision of facilities and programs. However, the lack of computer-aided learning and a library highlights areas where improvements could significantly enhance the quality of education.

The absence of electricity underlines the need for further development in infrastructure. Acquiring computers and establishing a functional library would also represent significant advancements. Despite these limitations, the school remains a vital part of its community, offering essential primary education to local children.

The school’s commitment to inclusivity, as demonstrated by the provision of ramps for disabled children, aligns with broader educational goals of equality and accessibility. Further investment in resources and infrastructure would undoubtedly elevate the school’s capacity to provide even more effective and engaging education.

The school’s location in a rural area highlights its critical role in bridging educational gaps and fostering opportunities within the community. Continued support from the Department of Education and other stakeholders is crucial to ensuring its long-term sustainability and effectiveness.

The school’s history, spanning several decades, underlines its resilience and enduring significance to the community. The dedicated teachers, despite facing resource constraints, continue to provide valuable educational services to the children of the area.

Addressing the lack of electricity and investing in technology and library resources would be significant steps towards modernizing the school and enhancing the learning experience. This would not only improve the students’ academic performance but also equip them with essential 21st-century skills.

Overall, NO. 922 ATHIABARI LPS serves as a testament to the commitment to education in rural Assam. Despite its limitations, the school fulfills an essential role in providing primary education, highlighting the importance of continued support and development to meet the ever-evolving needs of its students and community.