2 NO. PARGHAT KOIBARTA LPS

2 NO. PARGHAT KOIBARTA LPS was established in 2008 and it is managed by the Unrecognised. It is located in Rural area. It is located in BORDOLONI block of LAKHIMPUR district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is others in nature and is not using school building as a shift-school. Assamese 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 Private building. It has got 1 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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 Not Applicable providing mid-day meal.

2 No. Parghat Koibarta LPS: A Rural Primary School in Assam

Nestled in the rural heartland of Assam, 2 No. Parghat Koibarta LPS stands as a testament to the dedication of educators serving a community. Established in 2008, this primary school, managed independently, caters to students from Class 1 to Class 5. The school operates within a private building and employs a dedicated team of two teachers – one male and one female – under the leadership of Head Teacher Nalini Gogoi.

The school’s curriculum focuses on providing a foundational education. Assamese serves as the primary language of instruction, ensuring students receive a culturally relevant learning experience. The co-educational environment fosters inclusivity, creating a supportive atmosphere for all learners. Despite its modest size, with only one classroom, the school strives to provide a conducive learning environment for its students.

While lacking certain amenities, the school’s commitment to education shines through. The school’s description highlights the absence of a boundary wall, electricity, a library, a playground, and drinking water facilities. This underscores the challenges faced by many rural schools in India, and the need for further resources and support.

The absence of a pre-primary section and computer-aided learning facilities signifies a need for expansion and modernization to further enhance the educational experience. This also highlights the need for investment in educational technology and infrastructure to bridge the digital divide prevalent in many rural areas.

The school’s location in the BORDOLONI block of LAKHIMPUR district further highlights its geographic context. Being accessible by an all-weather road improves accessibility for students but it doesn’t address the lack of essential facilities which greatly affect the overall learning environment.

The school’s management as an “Unrecognized” institution may present certain challenges regarding funding and resource allocation. Overcoming these hurdles requires collaborative efforts between the local community, government agencies, and private organizations to ensure the long-term sustainability and growth of the institution.

The school operates under a simple, effective model, focusing on the core elements of providing a basic education. The dedicated teaching staff plays a crucial role in delivering the curriculum and guiding students along their educational journey.

The school’s rural setting necessitates a multifaceted approach to improvement. It is crucial to address not only the immediate needs of the school but also the wider context of its community. Addressing the lack of basic amenities requires sustained investment and long-term planning.

Despite facing resource limitations, 2 No. Parghat Koibarta LPS remains a vital pillar within its community. Its continued operation underlines the importance of access to education in rural areas, even amidst challenges.

In conclusion, 2 No. Parghat Koibarta LPS serves as a poignant example of a rural school striving to provide education amidst limited resources. Further support and investment would greatly benefit this school and enhance the educational prospects of its students, contributing to the broader development of the community.