RUPAHI GULI MISSING BASTI LPS

RUPAHI GULI MISSING BASTI LPS was established in 2000 and it is managed by the Unrecognised. It is located in Rural area. It is located in DIMORIA block of KAMRUP METRO 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 None 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 no 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 Not Provided providing mid-day meal.

Rupahi Guli Missing Basti LPS: A Detailed Profile of an Assam Primary School

Rupahi Guli Missing Basti LPS, a primary school located in the rural heart of Assam, offers a glimpse into the educational landscape of a developing region. Established in 2000, this unrecognised school serves a crucial role in providing basic education to children in the Dimoria block of Kamrup Metro district. The school’s unique characteristics and challenges highlight the need for continued support and development in underserved communities.

The school’s infrastructure is modest, comprising a single classroom housed in a private building. Despite its limitations, the school provides instruction in Assamese from Class 1 to Class 5. The educational approach focuses on primary level subjects, with the school’s teaching staff consisting of three male teachers and a head teacher, Dipak Mili, leading the educational efforts. The school’s management is classified as unrecognised, indicating a potential need for official recognition and increased resource allocation.

The school’s operational details underscore its current limitations. The lack of electricity and a boundary wall poses challenges for both security and the overall learning environment. The absence of a library, playground, and computer-aided learning facilities further indicates a need for infrastructural improvements. The school building itself is described as private, reflecting a reliance on community resources, highlighting the need for external support.

Further emphasizing the challenges faced by the institution, the school does not have access to drinking water. While it features a single functional girls’ toilet, the absence of a boys’ toilet underlines the importance of sanitation improvements. The lack of resources is mirrored in the absence of mid-day meals, a critical component of ensuring children’s nutritional well-being and attendance.

The school’s co-educational nature reflects its commitment to inclusive education, while the absence of a pre-primary section suggests potential for future expansion. The school’s commitment to education within its community is evident despite the lack of many essential amenities. Its rural location and lack of access to resources present significant challenges, emphasizing the importance of bridging the educational gap in rural areas.

Rupahi Guli Missing Basti LPS’s status as an unrecognised school necessitates official recognition to unlock access to further resources and support. This recognition is a crucial step towards improving the school’s infrastructure and ensuring a more conducive learning environment for the students. Such recognition will also pave the way for enhanced teaching facilities and crucial resources.

The school’s reliance on a single classroom highlights the urgent need for classroom expansion to address the learning needs of the students. Additional classrooms will provide a more conducive learning environment, enabling better student-teacher interaction and effective learning experiences.

The lack of basic amenities, such as electricity, drinking water, and a playground, necessitates immediate attention. These improvements will significantly improve the school’s overall functionality and enhance the student’s overall well-being and learning experience. Improving the school’s facilities will ensure a safer and more enriching learning environment.

Addressing the missing facilities, such as a library and computers, is crucial for enhancing the quality of education. These resources would expand learning opportunities and equip students with essential skills for future success. Investing in these essential resources will significantly enhance the learning experience.

The absence of a boundary wall raises safety concerns that warrant immediate action. Constructing a secure boundary will not only improve the safety and security of the school but will also create a more conducive and protected learning environment for students. Prioritizing safety is paramount for creating a positive learning environment.