PUB KIRAKARA BOULI LPS

PUB KIRAKARA BOULI LPS was established in 1987 and it is managed by the Unrecognised. It is located in Rural area. It is located in SIPAJHAR block of DARRANG 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. 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 Private building. It has got 1 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 0 boys toilet and it is functional. and 0 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.

PUB KIRAKARA BOULI LPS: A Rural Primary School in Assam

PUB KIRAKARA BOULI LPS, a primary school located in the rural area of Sipajhar block, Darrang district, Assam, India, serves as a vital educational institution for the community. Established in 1987, this unrecognised school plays a crucial role in providing primary education to children in the region.

The school’s infrastructure includes a single classroom housed in a private building, catering to students from classes 1 to 5. While lacking some amenities, the school boasts a playground, ensuring children have space for recreation and physical activity. The primary language of instruction is Assamese, reflecting the local linguistic landscape. The school’s accessibility is ensured by its location along an all-weather road, facilitating easy access for students and staff.

The school’s academic year begins in April, adhering to the standard academic calendar. The school’s management is unrecognised, highlighting the need for further support and resources to enhance its operational capacity. The school operates as a co-educational institution, welcoming both boys and girls, promoting gender equality and inclusive education.

A key feature of PUB KIRAKARA BOULI LPS is its commitment to providing midday meals, prepared and served on the school premises. This vital support program ensures that students receive proper nutrition, enhancing their learning capacity and overall well-being. The school’s commitment to this aspect of student care is commendable, as it addresses a crucial aspect of the students’ needs.

The school’s staff comprises a single male teacher serving as the head teacher, Rahim Badsha. Although the school lacks female teachers and additional support staff, the dedicated head teacher plays a crucial role in ensuring the smooth functioning of the school. The lack of additional teachers highlights a need for increased staffing to facilitate more effective learning and individual student attention.

Despite the absence of a library and computer-aided learning facilities, the school provides essential primary education to the community. The lack of these resources underscores the need for investments in educational infrastructure and technology to enhance learning opportunities for students. The absence of computers and a library indicates a need for external funding and partnerships to enhance these crucial areas.

The absence of boundary walls and electricity adds to the operational challenges faced by the school. These infrastructural deficits highlight the need for community support and government intervention to upgrade the school’s facilities and provide a safe and conducive learning environment. These gaps represent areas for immediate and future development to improve the school’s overall functionality and safety.

The water source at the school, namely hand pumps, highlights the need for sustained maintenance to ensure a consistent supply of potable water for students and staff. The provision of functional hand pumps is a positive aspect, yet this highlights the necessity of ongoing maintenance to ensure the continued availability of clean water. Regular maintenance is crucial to maintain water hygiene standards.

The lack of ramps for disabled children points to accessibility limitations. This absence highlights a critical need for future improvements to ensure inclusivity and equal access to education for all students, regardless of physical limitations. Addressing this issue is imperative to create a truly inclusive and equitable learning environment.

In conclusion, PUB KIRAKARA BOULI LPS, despite its infrastructural limitations, serves as a crucial educational institution in the rural community. Further investment in infrastructure, technology, and staffing is crucial to enhance its operational capacity and provide a high-quality education for all students. The school’s dedication to providing midday meals underscores its commitment to students’ well-being and holistic development.