BARTOL TUPAMARI LPS

Bartol Tupamari LPS: A Rural Primary School in Assam, India

Bartol Tupamari LPS, a primary school nestled in the rural heart of Assam, India, stands as a testament to the enduring commitment to education. Established in 1951 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys. The school's rich history and dedication to its students make it a valuable asset to the community.

The school's infrastructure, while modest, is functional. Housed in a government building, it boasts five classrooms, ensuring sufficient space for its students. The presence of a library, stocked with 53 books, underscores the school's commitment to fostering a love of learning beyond the classroom. Hand pumps provide a reliable source of drinking water, a critical necessity in a rural setting. Importantly, ramps for disabled children ensure inclusivity and accessibility for all students. The school also offers a pre-primary section, providing early childhood education for the youngest learners.

Instruction at Bartol Tupamari LPS is conducted in Assamese, fostering a connection to the local language and culture. One female teacher diligently guides students, imparting knowledge and nurturing their academic growth. Meals are provided and prepared on the school premises, ensuring that students receive proper nourishment to fuel their learning. The head teacher, Begom Farida Ahmed, provides strong leadership and guidance within the school.

The school's location in the CHAMARIA block of KAMRUP RURAL district places it within a rural area, reflecting the challenges and opportunities inherent in educating students in such an environment. While lacking electricity and a boundary wall, the school's commitment to providing quality education shines through its core offerings. The lack of a playground and computer-aided learning facilities highlights areas where improvements could further enhance the learning experience.

The school's management by the Department of Education reflects a government commitment to providing accessible education. The absence of male teachers, while notable, is a specific characteristic of this school's current staffing structure. The school's classification as “Others” for higher secondary board affiliation likely reflects its focus on primary education.

The school's dedication to providing mid-day meals highlights its holistic approach to student well-being, ensuring that students are not only intellectually stimulated but also physically nourished. This approach promotes regular attendance and overall health, thus enhancing their capacity for learning.

The school's structure reflects the realities of rural education in Assam. Despite limitations in resources, Bartol Tupamari LPS successfully provides foundational education to its students. The school's commitment to providing a quality learning environment, even with limited resources, deserves recognition. The school's dedication to its students is a source of strength within the community.

Bartol Tupamari LPS’s commitment to education, despite resource constraints, serves as an inspiring example of how educational institutions can effectively function in rural settings. The school's focus on primary education, supplemented by a pre-primary section, ensures a strong foundation for future learning. The dedicated female teacher and the proactive head teacher contribute significantly to the school's success.

The provision of mid-day meals and the accessibility features for disabled children demonstrate a commitment to holistic student well-being and inclusivity, reflecting a broader commitment to equitable education. This commitment, coupled with the school's existing library and its location, points to a consistent effort towards providing a supportive learning environment for the children in its care. Further developments and resources could further enhance the school's capacity to nurture young minds in this rural community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.