ULLUPARA(GARO) LPS

ULLUPARA (GARO) LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

ULLUPARA (GARO) LPS, a government-run primary school in Assam, India, stands as a testament to educational access in rural communities. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a vital educational foundation. Located in the BALIJANA block of GOALPARA district, the school caters to the educational needs of the local community, playing a crucial role in their development.

The school's infrastructure reflects its commitment to providing a conducive learning environment. Housed in a government building, it boasts two well-maintained classrooms dedicated to instruction, supplemented by additional rooms for non-teaching activities, including a dedicated space for the head teacher. A partially constructed boundary wall ensures a degree of security, while the presence of electricity ensures modern amenities.

ULLUPARA (GARO) LPS prioritizes student well-being by providing essential facilities. A functional well serves as the primary source of drinking water, ensuring students' hydration throughout the school day. Separate boys' and girls' toilets further contribute to a hygienic and comfortable learning atmosphere. The presence of a playground and a library stocked with 41 books enriches the learning experience beyond the classroom, fostering both physical activity and a love of reading. Ramps for disabled children further ensure inclusivity and equal access to education.

The school's academic approach is tailored to the community's needs. Instruction is conducted primarily in Garo, the local language, fostering a sense of cultural relevance and ease of understanding for the students. The school also operates a pre-primary section, providing early childhood education to prepare young children for formal schooling. The presence of a single male teacher underscores the dedication to providing quality education despite potential resource limitations. This dedicated teacher, along with the school's head teacher, Sentosh Marak, guides and supports the students' learning journey.

The school's management adheres to a clear structure and operational procedures. Operated by the Department of Education, it follows a standard academic calendar, commencing its sessions in April. The school's rural location emphasizes its role in bridging the educational gap and providing opportunities for children in less accessible areas. Its commitment to offering a mid-day meal prepared on-site further underscores the holistic approach to student care.

The school's infrastructure and resource allocation reflect its focus on essential needs. While lacking computers and a computer-aided learning lab, the school compensates through its dedication to providing a functional learning environment and core subjects. This targeted approach underscores the effective use of resources within the limitations of the location and available resources.

The school's commitment to providing quality education within the constraints of its location showcases resilience and dedication. Despite resource limitations, ULLUPARA (GARO) LPS has remained steadfast in providing vital education services to the community. This commitment deserves acknowledgement and support to improve its facilities and learning resources.

The success of ULLUPARA (GARO) LPS is a testament to the power of community engagement and dedicated teaching. Its continued operation and growth will significantly contribute to the educational and social development of the surrounding rural area, shaping the future of its students.

The school's leadership and staff continue their important work, building upon its legacy of providing fundamental education within the local community. This highlights the importance of supporting such schools to ensure continued progress in reaching children in even the most remote areas.

Further investment in technology and resources, while respecting the existing strengths and localized educational approach, could further enhance the school's capabilities and opportunities for its students. Support for this and other similar schools in rural areas is crucial in fostering a more equitable and inclusive educational landscape.

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.