UJANKURI BALIKA LPS

UJANKURI BALIKA LPS was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in HAJO block of KAMRUP RURAL district of Assam. The school consists of Grades from 1 to 5. The school is Girls 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 3 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 0 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 20 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 but not Prepared in School Premises providing mid-day meal.

Ujankuri Balika LPS: A Rural Girls’ Primary School in Assam

Ujankuri Balika LPS, a government-run primary school located in the rural HAJO block of KAMRUP RURAL district in Assam, India, stands as a testament to the dedication to education in underserved communities. Established in 1949, this girls’ school plays a vital role in providing primary education to young girls in the region. The school’s commitment to learning is evident in its various aspects, despite facing some infrastructural challenges.

The school’s infrastructure, while functional, necessitates improvements. It houses three classrooms in a government building, all reported to be in good condition, and offers a library containing 20 books. A playground provides essential recreational space for the students. The absence of a boundary wall and electricity connections presents challenges, highlighting the need for further infrastructural development.

The school’s academic focus is on primary education, catering to students from Class 1 to Class 5. Assamese serves as the medium of instruction. The school’s academic offerings are complemented by a pre-primary section, broadening its educational scope to younger learners.

The school’s human resources are a critical component of its success. The school employs two male teachers, dedicated to providing a quality education to its students. While the school does not have a dedicated head teacher, the existing teachers fulfill crucial roles in guiding and shaping the young minds. Importantly, the school’s administration notes that it provides mid-day meals, ensuring students’ nutritional needs are adequately addressed, even though meal preparation does not take place on school premises.

The school’s accessibility is another key factor. The school’s location, accessible by all-weather roads, ensures that students can attend classes regardless of weather conditions. This accessibility enhances the school’s reach and impact within the community.

The provision of a girls’ toilet is a significant step towards promoting hygiene and sanitation within the school environment. The existing single girls’ toilet plays an essential role in ensuring a safe and healthy learning environment for the female students.

The availability of hand pumps for drinking water assures the students have access to clean drinking water throughout the school day, highlighting the school’s dedication to students’ overall well-being. However, the lack of ramps for disabled children signifies a need for future development to make the school inclusive for all.

The school’s management by the Department of Education underscores the government’s commitment to providing education in rural areas. This governmental backing ensures that the school receives necessary support and resources, although further development remains a key priority.

The absence of computers and computer-aided learning facilities highlights a crucial area for future development. Introducing technology-based learning could significantly enhance the educational experience for the students.

In conclusion, Ujankuri Balika LPS, despite facing infrastructural limitations, represents a vital educational institution serving the needs of girls in a rural setting. Further development focusing on infrastructure, technology integration, and additional teaching staff would significantly enhance the school’s ability to continue serving its community. The school’s dedication to providing quality primary education and its commitment to the well-being of its students are evident despite its challenges.