NO.172 DAHALAPARA LPS

NO.172 Dahalapara LPS: A Rural Primary School in Assam, India

NO.172 Dahalapara LPS, a government-run primary school in Assam, India, stands as a testament to the ongoing efforts to provide education in rural areas. Established in 1945, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their educational journeys. The school's location in the rural SIDLI block of CHIRANG district presents both unique challenges and opportunities.

The school's infrastructure includes two classrooms, ensuring sufficient space for its students. A key feature is its provision of a mid-day meal, prepared and served on-site, addressing a critical need for many students. The presence of one boys' toilet and one girls' toilet underscores the school's commitment to basic sanitation facilities. Importantly, the school also features ramps for disabled children, ensuring accessibility for all. The school's drinking water source consists of functional hand pumps, guaranteeing access to clean water.

NO.172 Dahalapara LPS is managed by the Department of Education, reflecting the government's role in providing education services. The school's instruction medium is Bodo, reflecting the local linguistic context and ensuring effective communication with its students. The presence of a pre-primary section caters to younger children, providing them with an early introduction to education. The school is led by a Head Teacher, Nabin Ch. Narzary, and operates with a total of three male teachers.

While the school lacks certain amenities such as a boundary wall, electricity, a library, a playground, and computer-aided learning facilities, its core function of providing quality primary education remains strong. The absence of these facilities highlights areas where future development and investment would significantly benefit the school and its students.

The school's management recognizes the importance of a supportive environment. The presence of a separate room for the head teacher and other non-teaching activities suggests a dedication to providing adequate workspace. This infrastructure, though basic, ensures a functional learning environment.

The school's academic offerings are tailored to its students' needs. It follows the "Others" board for both Class 10 and Class 10+2 levels, signifying its unique curriculum structure. The school’s commitment to education in a rural setting is a noteworthy achievement, considering the logistical and infrastructural challenges common in such areas.

The school's location in a rural area necessitates consideration of its accessibility. While the description mentions all-weather road access, further improvements in infrastructure could enhance connectivity and student attendance. The absence of computers and computer-aided learning underscores the need for technological advancements in the school.

Future development plans for NO.172 Dahalapara LPS should prioritize securing electricity, constructing a boundary wall, establishing a library with books, and creating a playground for recreational activities. Investing in computer-aided learning would also greatly enhance the educational experience. The school's existing infrastructure forms a strong foundation for future improvements.

The school's commitment to providing mid-day meals and ensuring accessibility for disabled students highlights its commitment to inclusive education. By addressing the identified needs, NO.172 Dahalapara LPS can further improve its educational offerings and create a more enriching learning environment for its students.

The successful operation of NO.172 Dahalapara LPS, despite resource limitations, serves as an inspiration, emphasizing the importance of dedicated teachers and effective school management in overcoming challenges faced in rural education. Continued support and investment in this vital institution will ensure that its students receive the high-quality education they deserve.

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.