TELIJAN PAR LPS

TELIJAN PAR LPS was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in DHEMAJI block of DHEMAJI 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 Private building. It has got 2 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 Barbed Wire Fencing 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 100 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.

Telijan Par LPS: A Rural Primary School in Assam, India

Telijan Par LPS, a primary school nestled in the rural landscape of Dhemaji district, Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 2003, this unrecognised school serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey. Its location in the Dhemaji block signifies its role in serving a geographically dispersed population.

The school’s infrastructure, while modest, plays a vital role in facilitating learning. Housed in a private building, it boasts two classrooms, ensuring a relatively manageable student-teacher ratio. The presence of a library, stocked with 100 books, underscores the school’s commitment to fostering a love of reading and expanding students’ knowledge beyond the classroom. Further enhancing the learning environment is a playground, providing a space for recreation and physical development, crucial for a holistic educational experience. Hand pumps provide a reliable source of drinking water, addressing a critical need for hygiene and health.

The school’s operational aspects highlight its resourcefulness. Two male teachers dedicate their efforts to educating the students, employing Assamese as the medium of instruction, aligning with the local linguistic context. The inclusion of a pre-primary section demonstrates the school’s commitment to early childhood education, catering to younger learners’ developmental needs. The presence of a head teacher, Debabrot Changmai, provides leadership and guidance to the school’s activities and staff. The school’s management structure as an unrecognised institution presents both challenges and opportunities for growth and development.

The school’s facilities underscore its practical approach to learning. Separate toilets for boys and girls acknowledge the importance of gender-sensitive sanitation. The boundary wall, secured with barbed wire fencing, ensures a safe learning environment. The absence of electricity, however, presents a significant hurdle to overcome, impacting the school’s operational capabilities and potentially hindering access to modern educational resources.

The school’s accessibility is a crucial consideration. Situated in a rural area, its accessibility by all-weather roads ensures that students can attend regularly, regardless of the weather conditions. The academic year commences in April, aligning with the regional calendar.

While the school lacks computer-aided learning facilities and computers, its commitment to providing a basic education remains paramount. The absence of a midday meal program might present challenges for some students, but the school’s dedication to imparting knowledge shines through its focus on core subjects and basic infrastructure.

The school’s management is currently categorized as “Unrecognised,” which highlights a potential area for improvement. Securing official recognition could unlock access to more resources and support, allowing for further development of the infrastructure and curriculum.

The school’s strengths lie in its dedicated teachers, its commitment to providing a basic education in a remote setting, and its available resources, such as the library and playground. However, addressing the lack of electricity and seeking formal recognition remain key areas for future development.

The commitment to providing education in a rural setting, despite limited resources, showcases the resilience of the community and underscores the importance of basic education in shaping the future. The school’s story reflects the ongoing challenges and successes in bringing educational opportunities to underserved populations.

Telijan Par LPS stands as a testament to the dedication of its teachers and the community’s commitment to education, even within the constraints of a rural and under-resourced environment. Further support and investment could significantly enhance the learning experience for its students, fostering their growth and contributing to the development of the wider community.