PAKLONGKAM AKLIMSO KLIRDAP L.P

PAKLONGKAM AKLIMSO KLIRDAP L.P was established in 2008 and it is managed by the Unrecognised. It is located in Rural area. It is located in SAMELANGSO block of KARBI ANGLONG 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. N/A 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 Others boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 0 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 50 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 Not Applicable providing mid-day meal.

PAKLONGKAM AKLIMSO KLIRDAP L.P: A Rural Primary School in Assam

PAKLONGKAM AKLIMSO KLIRDAP L.P is a primary school located in the rural area of SAMELANGSO block, KARBI ANGLONG district, Assam. Established in 2008, this unrecognised school serves students from Class 1 to Class 5. The school operates within a government building and features three classrooms, all in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher.

The school’s infrastructure includes a playground and a library housing 50 books, providing recreational and educational resources for its students. A well serves as the source of drinking water for the school community. A single girls’ toilet is available on the premises. The school’s boundary is enclosed by a wall constructed of other materials. While electricity is unavailable, the school operates without computer-aided learning facilities.

The school’s teaching staff comprises one female teacher and one head teacher, ROMI TAROPI, ensuring a student-teacher ratio conducive to effective learning. Importantly, the school is co-educational, catering to both boys and girls within the community. The school follows the State Board curriculum for classes 10th and 10+2, although it only offers primary education (classes 1-5).

The school’s rural location presents unique challenges and opportunities. The absence of electricity and computer-aided learning facilities highlights the need for improved infrastructure to enhance the quality of education. However, the presence of a library, playground, and functional girls’ toilet demonstrates a commitment to providing a basic level of support for students.

Accessibility remains a crucial factor in the school’s operation. The school is accessible via all-weather roads, ensuring consistent access for students and staff. The school’s academic year commences in April, aligning with the broader regional academic calendar.

The school’s unrecognised status indicates the need for further support and recognition from relevant educational authorities. Securing formal recognition could unlock access to additional resources and funding, enabling further improvements to infrastructure and educational resources. This would significantly benefit the students and contribute to the overall educational landscape of the region.

Addressing the absence of electricity and incorporating computer-aided learning technologies into the curriculum would greatly enhance the educational experience. This would allow students to engage with modern learning methodologies and bridge the digital divide that affects many rural schools. Investing in these areas would contribute to a more comprehensive and enriching education for the students.

The school’s single girls’ toilet and lack of boys’ toilets points towards the need for improvements in sanitation facilities. Expanding and improving sanitation infrastructure is critical to maintaining a healthy and safe learning environment for all students. Further development in this area is vital for the well-being and overall progress of the students.

The limited number of books in the library suggests a need for library expansion and resource enhancement. Providing a wider range of books would stimulate a greater love for reading and broaden students’ horizons. Investing in additional reading material will create a more stimulating and engaging learning environment.

The absence of ramps highlights a lack of accessibility for students with disabilities. Adding ramps and other accessibility features would significantly improve inclusivity and ensure equal opportunities for all students. These adjustments are critical in creating a truly inclusive and supportive learning environment.

In conclusion, PAKLONGKAM AKLIMSO KLIRDAP L.P, while facing infrastructural challenges, strives to provide primary education in a rural setting. Addressing the identified shortcomings through investment in infrastructure, technology, and resources would significantly enhance the quality of education and create a more enriching and inclusive learning environment for the students.