U.TOKRERCHARA BARUATARI LPS

U.TOKRERCHARA BARUATARI LPS was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in GOLAKGANJ 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 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 None 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.

U. Tokrerchara Baruatari LPS: A Rural Primary School in Assam, India

U. Tokrerchara Baruatari Lower Primary School (LPS), established in 1991, serves the rural community of Golakganj block in Dhubri district, Assam, India. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, with an additional pre-primary section. Assamese serves as the primary language of instruction.

The school building, a government structure, comprises two well-maintained classrooms dedicated to teaching. Additional space accommodates non-teaching activities and a separate room for the head teacher. The school grounds feature a playground, providing essential recreational space for students. A barbed wire fence secures the school’s perimeter.

Despite its rural location, the school actively works to provide a safe and functional learning environment. The provision of a mid-day meal, prepared and served on the school premises, ensures students receive adequate nutrition. Separate functional toilets are available for boys and girls, addressing a crucial hygiene and safety aspect.

While lacking certain amenities, the school’s commitment to education shines through. The absence of electricity and a computer lab does not hinder the dedication of the three teachers – two male and one female – who provide instruction. The head teacher, Bhadra Nath Roy, leads the school’s efforts to empower the young minds of the community.

The school’s infrastructure, though basic, supports its primary function. The lack of a library is a notable area for potential improvement, but the school’s focus remains on providing quality primary education. The absence of computers and computer-aided learning further highlights the need for future infrastructural development.

U. Tokrerchara Baruatari LPS stands as a testament to the dedication of educators striving to provide education in a resource-constrained setting. The school’s location in a rural area and reliance on a government building underscore its significant contribution to the community’s educational landscape.

The school’s management system, under the Department of Education, demonstrates a commitment to public education. Its co-educational nature promotes inclusivity, and the inclusion of a pre-primary section highlights its broader educational goal of nurturing young learners.

Though the school lacks electricity and a computer lab, these limitations do not deter the dedication of its teaching staff. The head teacher’s leadership and the collaborative efforts of the teachers are crucial for maintaining a conducive learning atmosphere.

Further development and investment in resources, such as a library, computers, and electricity, could significantly enhance the school’s capabilities and provide a more comprehensive learning experience for its students. The school’s success depends on sustained support and community engagement.

The availability of toilets and a playground demonstrates the school’s commitment to providing a well-rounded learning environment, addressing both educational and basic needs. The school’s commitment to providing mid-day meals further enhances its holistic approach to educating its students.

The absence of ramps highlights a need for future improvements to ensure accessibility for students with disabilities. The dedication of the teachers and the school’s focus on foundational education are commendable despite the resource constraints.