TUMPARA LPS (UE)

TUMPARA LPS (UE) was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in GOSSAIGAON block of KOKRAJHAR 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 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 Partial 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 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.

TUMPARA LPS (UE): A Comprehensive Profile of a Rural Primary School in Assam

TUMPARA LPS (UE), a government-run primary school, stands as a vital educational institution serving the rural community of Kokrajhar district in Assam, India. Established in 2004 under the Department of Education, the school caters to students from Class 1 to Class 5, offering a co-educational environment with an attached pre-primary section. The school’s infrastructure, while modest, supports its core mission of providing basic education.

The school building, a government structure, houses two classrooms conducive to effective learning. The school’s location in a rural area presents unique challenges, yet it remains committed to providing quality education despite the absence of electricity and a complete boundary wall. However, a playground is available for recreational activities, enhancing the holistic development of the students.

The teaching staff comprises two teachers – one male and one female – dedicated to imparting knowledge to the students. Assamese serves as the primary medium of instruction, ensuring accessibility for the local community. The school’s commitment to the well-being of its students is further reflected in its provision of mid-day meals, prepared and served on the school premises.

Access to clean drinking water is facilitated through functional hand pumps, meeting the students’ hydration needs throughout the school day. The school’s infrastructure also includes separate functional toilets for boys and girls, showcasing a commitment to hygiene and gender sensitivity.

While the school currently lacks a library and computers, its commitment to education is evident in its existing resources and dedication to its students. The absence of these resources, however, underscores the need for further development and support to enhance the learning experience. The school’s accessibility by all-weather roads ensures that students can attend school regularly, irrespective of weather conditions.

The school’s academic calendar aligns with the regional norms, with the academic session commencing in April. The absence of a computer-aided learning lab reflects the school’s current limitations, yet it demonstrates a preparedness to adapt and evolve as resources become available.

The school’s management by the Department of Education assures a degree of oversight and support, ensuring adherence to educational standards and policies. The absence of a head teacher currently requires attention, highlighting the need for personnel to oversee the school’s operational aspects.

The school’s adherence to providing a co-educational learning environment promotes gender equality and fosters inclusivity. The presence of ramps for disabled children showcases the school’s efforts to accommodate students with disabilities, fostering an inclusive atmosphere.

TUMPARA LPS (UE) serves as a testament to the importance of basic education in rural communities. Despite its challenges and resource limitations, the school remains dedicated to providing a foundational education for its students, equipping them with the necessary skills to progress in their academic journeys.

Looking ahead, addressing the existing resource gaps, such as providing electricity, completing the boundary wall, and establishing a library and computer lab, will significantly enhance the school’s capabilities and elevate the quality of education it offers. This will allow the school to better serve its students and contribute to the overall development of the community.