2377 NO. BENGAIJHORA LPS

2377 NO. BENGAIJHORA LPS was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in GOSSAIGAON block of KOKRAJHAR 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 Not Applicable 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 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 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 Provided and Prepared in School Premises providing mid-day meal.

2377 No. Bengaijhora LPS: A Comprehensive Overview of a Rural Primary School in Assam

2377 No. Bengaijhora LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Kokrajhar district in Assam, India. Established in 1982 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a foundational education within its two classrooms. The school’s commitment to providing quality education is evident in its dedicated teaching staff.

The school’s infrastructure, though modest, provides a functional learning environment. The school building, owned by the government, houses two classrooms in good condition, along with additional rooms for non-teaching activities and a separate office for the head teacher. While lacking a boundary wall and playground, the school ensures its students’ well-being by providing accessible ramps for disabled children and functional boys’ and girls’ toilets. The availability of electricity enhances the learning experience. The provision of mid-day meals, prepared on-site, demonstrates the school’s commitment to the holistic development of its students.

Assamese serves as the primary medium of instruction, reflecting the local linguistic context. The school’s teaching staff comprises two male teachers and a head teacher, Khagendra Nath Brahma, dedicated to providing quality instruction to the students. The school’s rural location underscores its important role in bridging the educational gap in underserved communities.

Accessibility to the school is ensured by its all-weather road approach, making it easily accessible to students and staff throughout the year. The school’s academic session aligns with the regional calendar, commencing in April. The school’s management actively seeks to improve the learning environment.

While the school currently does not have a library or computer-aided learning facilities, the presence of ramps for disabled children showcases the school’s commitment to inclusivity. The lack of a boundary wall and playground, however, highlights potential areas for future development.

The school’s management, under the Department of Education, continues its efforts to improve the school’s facilities and overall educational experience. The school’s dedication to providing a quality education, despite its resource limitations, is evident in the commitment of its teachers and staff.

The absence of a pre-primary section indicates a potential area for expansion. Furthermore, the school’s reliance on the government for resources points to the importance of government support for infrastructure development and resource allocation. Addressing these aspects would further enhance the learning environment and educational opportunities available to the students.

Further enhancements, such as adding a library and computer lab, would greatly benefit the students, providing additional learning resources and opportunities to engage with technology. Investing in these additions would equip the students with the skills and knowledge necessary to excel in the 21st century.

In conclusion, 2377 No. Bengaijhora LPS plays a crucial role in providing basic education to children in a rural setting. While challenges remain in terms of infrastructure and resources, the school’s commitment to education, evident in its dedicated staff and the provision of mid-day meals, makes it a valuable asset to the community. With continued support and investment, the school has the potential to grow and provide even more enriching educational opportunities for its students.

The school’s dedication to providing a quality education in a resource-constrained environment is commendable. The school stands as a testament to the importance of education in fostering growth and development within rural communities. The information provided offers valuable insights into the functioning of a rural primary school in Assam.