SAMAJ KALLYAN HANDABARI LPS

SAMAJ KALLYAN HANDABARI LPS was established in 1990 and it is managed by the Department of Education. It is located in Rural area. It is located in GAURIPUR block of DHUBRI 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 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 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 53 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.

Samaj Kallyan Handabari LPS: A Rural Primary School in Assam

Samaj Kallyan Handabari Lower Primary School (LPS), established in 1990, serves the rural community of Gauripur block in Dhubri district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from Class 1 to Class 5, with an additional pre-primary section. The school’s commitment to education is evident in its dedicated teaching staff and available resources.

Instruction at Samaj Kallyan Handabari LPS is conducted in Assamese, catering to the local language needs of its students. The school boasts a team of two male teachers and one pre-primary teacher, working collaboratively to provide a comprehensive learning experience. The head teacher, Sahijul Hossain, leads the school with a focus on quality education and student well-being.

The school’s infrastructure, while modest, serves its purpose effectively. A single classroom provides space for learning, supplemented by additional rooms for non-teaching activities and a dedicated office for the head teacher. The school also features a functional playground and a library stocked with 53 books, fostering both physical activity and a love of reading among students. Access to clean drinking water is ensured through functional hand pumps on the premises.

Despite its location in a rural area, Samaj Kallyan Handabari LPS demonstrates a strong commitment to providing essential facilities for its students. Separate functional toilets are available for both boys and girls, reflecting a dedication to hygiene and inclusivity. The presence of a library, although modest in size, highlights the school’s effort to promote literacy.

The school’s location makes it readily accessible throughout the year, ensuring consistent attendance for its students. The academic year follows a typical schedule, beginning in April. The school provides mid-day meals, prepared and served within the school premises, addressing the nutritional needs of its students.

While the school lacks electricity and a boundary wall, its dedication to education remains unwavering. The absence of computers and a computer-aided learning lab does not diminish the valuable learning experience provided within its walls. The school prioritizes the fundamentals of education and community engagement.

The lack of a boundary wall underscores the school’s trust in its community and the shared responsibility in safeguarding the educational space. Similarly, the absence of computers highlights the current realities of resource limitations in some rural educational settings, focusing instead on the foundational elements of literacy and numeracy.

The school’s commitment to inclusive education is reflected in the provision of toilets for both boys and girls. The presence of a playground highlights the importance of physical activity in the learning process.

While the school currently doesn’t cater to students with disabilities, the dedication to providing a basic level of education for all students remains prominent. Future improvements and potential expansion of resources could enhance accessibility further.

In conclusion, Samaj Kallyan Handabari LPS stands as a testament to the dedication of educators in providing quality primary education within a rural context. Despite limitations in resources, the school’s focus on the fundamentals of learning and well-being makes it a valuable asset to the community it serves. Continued support and development could further enhance this institution’s ability to shape the future of its students.