TUPAMARI BAZAR LPS

TUPAMARI BAZAR LPS was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAMARIA block of KAMRUP RURAL 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 Dilapidated 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 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 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.

Tupamari Bazar LPS: A Rural Primary School in Assam

Tupamari Bazar Lower Primary School (LPS), located in the CHAMARIA block of KAMRUP RURAL district in Assam, India, is a rural primary school established in 1980 under the Department of Education. This co-educational institution serves students from Class 1 to Class 5, offering a pre-primary section as well. Assamese serves as the primary language of instruction. The school’s operational year begins in April.

The school building itself is described as dilapidated, yet functional. Despite its condition, it houses two classrooms suitable for instruction, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher. The school’s infrastructure lacks a boundary wall and electrical connections.

However, Tupamari Bazar LPS possesses essential facilities, including functional boys’ and girls’ toilets, each with one unit, and a playground for the students’ recreational needs. The school’s drinking water source is hand pumps.

The teaching staff comprises two male teachers and a head teacher, Momin Ali. The school provides mid-day meals, prepared on the school premises, ensuring that students receive a nutritious meal. The school’s management falls under the Department of Education.

Interestingly, despite its status as a primary school, the records indicate that the school’s higher secondary affiliations are categorized under “Others.” This warrants further investigation into the school’s specific academic partnerships. The school does not have a computer lab or computers for teaching and learning, nor a library. There are no ramps to cater to disabled children.

Tupamari Bazar LPS operates without contract teachers. The school’s location is accessible via an all-weather road. It’s important to note that the school is not a residential facility, which is reflected in its records.

The school’s lack of electricity and dilapidated building highlights the need for infrastructural improvements to enhance the learning environment. Additional resources, such as computers and a library, could further enrich the educational experience for the students. The absence of female teachers also suggests a potential area for development in diversifying the teaching staff.

Despite these challenges, Tupamari Bazar LPS provides a foundational education to children in a rural setting. Its provision of mid-day meals and a playground showcases a commitment to the students’ overall well-being. Further investment in resources and infrastructure would significantly elevate the school’s capacity to provide high-quality education.

The school’s commitment to providing education in a challenging environment speaks to its dedication to serving the community. Continued support and investment would not only enhance the facilities but also empower students to reach their full potential. Efforts to improve the school’s infrastructure and resource provision could significantly contribute to the educational success of its students.

The information provided offers a comprehensive snapshot of Tupamari Bazar LPS, highlighting both its strengths and areas that need improvement. This analysis enables a more informed understanding of the school’s current status and future potential. Further investigation into specific details, especially regarding the school’s higher secondary affiliations and its stated “Others” board, would add valuable context. Transparency regarding these details would contribute to a more comprehensive understanding of the educational landscape in this region of Assam.