27 NO GOBINDA PUR LPS

27 NO GOBINDA PUR LPS was established in 1937 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. Bengali 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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.

27 No Gobinda Pur LPS: A Rural Primary School in Assam, India

27 No Gobinda Pur LPS, a government-run primary school located in the rural area of Katigorah block, Cachar district, Assam, India, has a rich history, established in 1937. Managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their educational journey. The school’s primary instruction medium is Bengali, reflecting the local linguistic landscape.

The school’s infrastructure comprises two classrooms housed in a government building, ensuring a suitable learning environment for its students. While lacking a boundary wall and electricity, the school prioritizes essential amenities. A reliable tap water supply ensures access to clean drinking water, a critical aspect of hygiene and health for the students. Furthermore, the school boasts separate functional toilets for boys and girls, reflecting a commitment to providing a safe and inclusive environment. The provision of mid-day meals, prepared on-site, addresses the nutritional needs of its students.

The dedicated teaching staff consists of three teachers: one male, two female, and one head teacher, C Rani Deb. Their collective efforts shape the learning experience for the students. Although the school does not currently offer pre-primary classes, computer-aided learning, a library, or a playground, the school’s focus remains on providing a solid primary education within the available resources.

Accessibility remains a key factor; the school is easily accessible via an all-weather road, ensuring regular attendance regardless of weather conditions. The academic session commences in April, aligning with the regional academic calendar. The absence of computers and a computer lab reflects a need for technological advancements, a potential avenue for future improvement and enhancement of educational opportunities.

The school’s “Others” board affiliation for Class 10 and Class 10+2 suggests a flexible approach to curriculum and examinations. The lack of ramps highlights an area where accessibility features could be improved to fully accommodate students with disabilities. The school’s commitment to providing a safe and conducive learning environment is apparent through its functional toilets and consistent water supply.

The school’s location in a rural setting underscores the importance of its role in providing educational opportunities within the community. The provision of mid-day meals demonstrates a commitment to supporting the holistic development of its students by addressing both educational and nutritional needs.

The absence of a library and playground highlights potential areas for future development. The addition of these facilities could further enrich the educational experience and provide opportunities for extracurricular activities. This, in turn, could lead to enhanced student engagement and improved learning outcomes.

Future development plans for 27 No Gobinda Pur LPS could focus on securing electricity, constructing a boundary wall, and introducing computer-aided learning facilities to enhance the educational experience. The acquisition of books for a library and the development of a playground would also significantly improve the school’s infrastructure.

The school’s commitment to providing a basic education to the children of the rural community, despite its resource limitations, is commendable. Further investment in resources and infrastructure could greatly enhance the learning experience and contribute to the future success of its students.

Looking towards the future, the school’s administration can leverage available government programs and private partnerships to secure necessary resources for infrastructure upgrades and technological advancements. This strategic approach will contribute significantly to achieving its educational goals and fulfilling its role in building a brighter future for its students and community.