1890 NO. UJANPARA LP SCHOOL

1890 NO. UJANPARA LP SCHOOL was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in KOKRAJHAR 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. Bodo 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 2 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 Others boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 53 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 but not Prepared in School Premises providing mid-day meal.

1890 No. Ujanpara LP School: A Comprehensive Overview

Ujanpara Lower Primary School (LP School), established in 1962, serves the rural community of Kokrajhar, Assam. Managed by the Department of Education, this co-educational institution provides primary education from classes 1 to 5, with a notable pre-primary section. Instruction is delivered in Bodo, reflecting the local linguistic landscape. The school’s accessibility is ensured by its location along an all-weather road, facilitating easy access for students throughout the year. The academic year commences in April, aligning with the broader educational calendar.

Infrastructure and Facilities: The school operates within a government-provided building, comprising two well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities and provide a dedicated space for the head teacher. A sturdy, albeit “other,” boundary wall ensures a safe and secure learning environment. While the school currently lacks an electricity connection, a functional well serves as the primary source of drinking water. Sanitary facilities include two boys’ toilets and one girls’ toilet, all in functional condition. A library is present, housing a collection of 53 books, enriching the students’ learning experience beyond the classroom. Importantly, ramps for disabled access are in place, demonstrating a commitment to inclusivity.

Educational Resources and Support: The school boasts a dedicated team of two male teachers, providing effective instruction and support for students. The school’s dedication to providing meals is notable. Meals are provided to students, although not prepared on the premises.

The School’s Strengths: The presence of a library, with its collection of 53 books, underscores a commitment to enriching the learning experience. The provision of ramps for disabled children underlines a proactive approach towards inclusive education, allowing students of all abilities to participate fully in school life. The functional well ensures consistent access to clean drinking water, crucial for the students’ well-being. The school’s commitment to providing meals, even if externally sourced, showcases the effort to address the nutritional needs of the children.

Challenges and Areas for Improvement: The absence of electricity represents a significant hurdle, potentially limiting educational resources and opportunities. The lack of a playground could hinder physical activity and overall student development. The absence of a computer-aided learning lab and computers further restricts access to modern technology, which is increasingly vital in contemporary education.

Conclusion: 1890 No. Ujanpara LP School plays a vital role in providing primary education to the rural community. While facing challenges related to infrastructure and resources, its commitment to education and inclusivity shines through. Addressing the current challenges related to electricity, playground provision, and the incorporation of technology would enhance its capacity to provide a well-rounded and effective education to its students. The existing strong points, like the library and the provision of meals and accessible facilities for students with disabilities, form a solid foundation for future growth and improvement.

Keywords: Ujanpara LP School, Kokrajhar, Assam, Primary Education, Rural Education, Bodo Language, Educational Infrastructure, Inclusive Education, School Facilities, Government School.