UTTAR MANDARPARA LPS (NP)

UTTAR MANDARPARA LPS (NP) was established in 1982 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 1 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 a library and has 50 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.

Uttar Mandarpara LPS (NP): A Rural Primary School in Assam

Uttar Mandarpara LPS (NP), a government-run primary school, stands as a vital educational institution in the rural landscape of Assam, India. Established in 1982 under the Department of Education, it serves the community of Gossaigaon block in Kokrajhar district. The school’s commitment to education is evident in its dedicated staff and basic infrastructure.

The school caters to students from Class 1 to Class 5, offering a co-educational environment and even incorporating a pre-primary section. Assamese serves as the primary language of instruction, ensuring accessibility for the local community. The school’s rural location presents unique challenges, yet its accessibility via all-weather roads ensures that students can attend consistently. The academic year begins in April, following the standard Indian academic calendar.

The school’s physical infrastructure includes a government-owned building with one classroom, all in good condition. While additional rooms cater to non-teaching needs, including a dedicated space for the head teacher, the school prioritizes its commitment to academics. The school building is secured by barbed wire fencing, ensuring safety. The school’s facilities include a playground and a library stocked with 50 books, providing essential recreational and learning spaces beyond the classroom.

Despite lacking electricity and computer-aided learning facilities, the school offers essential amenities. Separate boys’ and girls’ toilets are maintained, ensuring hygiene and safety. However, the lack of drinking water poses a significant challenge, demanding urgent attention and improvements to the existing infrastructure. The absence of ramps presents a barrier for students with disabilities, highlighting a critical area needing improvement.

The school’s teaching staff consists of two male teachers and a head teacher, Khagendra Nath Barman. Their dedicated work ensures the continuation of education in the village. The school’s commitment to its students extends to the provision of mid-day meals, prepared and served within the school premises.

While the school doesn’t offer classes beyond the fifth grade, it plays a crucial role in laying a solid foundation for the children’s future. Its existence as a primary school emphasizes the importance of basic education within this rural community.

The lack of computers and computer-aided learning highlights a need for modern technological integration to enhance the educational experience. Investing in computer labs and digital resources could transform the quality of education offered.

The absence of a reliable source of drinking water necessitates immediate attention. Providing safe and clean drinking water is paramount to the health and well-being of students and staff, thus requiring a focused effort in infrastructure development.

The absence of ramps for disabled students underscores the need for inclusivity and accessibility. Installing ramps would ensure that all students have equal opportunities to access the school’s resources and participate fully in their education.

Further improvements in infrastructure, particularly the addition of electricity and computer facilities, along with a solution for reliable drinking water and the installation of ramps, would significantly enhance the learning environment and quality of education at Uttar Mandarpara LPS (NP). These upgrades are vital steps toward ensuring that this rural school can continue to provide high-quality education for years to come.