NO.304 HAZARKIA LPS

NO.304 Hazarkia LPS: A Rural Primary School in Assam, India

NO.304 Hazarkia LPS, a government-run primary school located in the rural DOTMA block of Kokrajhar district, Assam, India, offers a glimpse into the educational landscape of a rural Indian community. Established in 1948, this co-educational institution provides primary education from Class 1 to Class 5, with an attached pre-primary section.

The school's infrastructure consists of a government building housing three classrooms, all in good condition. It also includes additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a playground, essential facilities like a boundary wall and electricity are currently lacking. However, the provision of hand pumps ensures access to drinking water. Toilets are available for both boys and girls. Importantly, ramps are available for students with disabilities.

Instruction at NO.304 Hazarkia LPS is delivered in Assamese. The school is led by Head Teacher Samarendra Mushahary, supported by a team of two male teachers. Mid-day meals, prepared and provided on the school premises, support the students' nutritional needs. The school's management falls under the Department of Education, ensuring adherence to the established educational guidelines.

The absence of a library and computer-aided learning facilities highlights the need for further development and resource allocation. The lack of computers also restricts opportunities for technology-integrated learning experiences. Despite these limitations, the school continues to provide essential primary education to the children of the Hazarkia community.

The school's rural location presents both opportunities and challenges. While access to resources might be more limited, the strong community ties could foster a supportive learning environment. The presence of a playground indicates a commitment to physical activity and holistic development. Furthermore, the accessible ramps reflect an awareness of the importance of inclusivity in education.

The school's operational details reveal a straightforward approach to education. The simple infrastructure and direct teaching style cater to the fundamental needs of the students. The strong emphasis on providing mid-day meals showcases a commitment to supporting the students’ well-being beyond academics.

While technological advancements in education remain absent, the school’s dedication to providing quality primary education in a resource-constrained setting is commendable. The focus on basic educational needs and the provision of essential facilities ensure the children have a safe and functional learning environment.

The long-standing presence of NO.304 Hazarkia LPS in the community underscores its importance. As a cornerstone of the local educational system, it plays a crucial role in shaping the future generation. The establishment's longevity highlights the consistent demand for primary education within the community.

The school's commitment to inclusivity, as demonstrated by its ramps for disabled students, sets a positive example. This demonstrates an ongoing effort to ensure all students have equitable access to education, regardless of physical limitations.

Future improvements might focus on enhancing infrastructure, such as adding a boundary wall, securing an electricity connection, and establishing a library with learning resources. These additions would significantly improve the overall learning experience. Further investments in computer-aided learning could also broaden educational opportunities for the students.

In conclusion, NO.304 Hazarkia LPS serves as a vital educational hub within the rural Hazarkia community. Despite facing resource limitations, the school effectively delivers primary education, emphasizing inclusivity and the holistic well-being of its students. Future investment in infrastructure and resources will further strengthen the school's capacity to provide quality education to the children of Kokrajhar.

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.