396 NO. GORAIMARI LPS

396 NO. GORAIMARI LPS was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in MANIKPUR block of BONGAIGAON 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. 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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.

396 NO. GORAIMARI LPS: A Rural Primary School in Assam

396 NO. GORAIMARI LPS, a government-run primary school located in the rural area of MANIKPUR block, BONGAIGAON district, Assam, has served the community since its establishment in 1950. Under the management of the Department of Education, this co-educational institution provides primary education from classes 1 to 5, with a notable inclusion of a pre-primary section.

The school’s infrastructure comprises two classrooms in good condition, sufficient for its current student population. While lacking a boundary wall and electricity, the school ensures access to clean drinking water through functional hand pumps. Sanitary facilities are provided with one boys’ and one girls’ toilet. Importantly, the school ensures accessibility for disabled children with ramps.

Instruction is primarily conducted in Assamese, reflecting the local linguistic context. The school’s dedicated staff includes three male teachers and a head teacher, Sadananda Ray, who lead the educational efforts. The school successfully integrates a mid-day meal program, ensuring students receive a nutritious meal prepared on school premises.

Although the school lacks a library, computer facilities, and a playground, its commitment to education remains strong. The absence of these amenities highlights the challenges faced by rural schools in providing comprehensive educational opportunities. The school’s reliance on hand pumps for water underscores the need for improved infrastructure in this area.

The academic structure follows a standard curriculum, encompassing a range of subjects appropriate for primary education. The school is categorized as “Others” regarding board affiliations for class 10 and 10+2, suggesting a focus on a broader curriculum rather than strict adherence to a specific national board.

Further development and support could significantly benefit the school. Investment in electricity, a library, computer-aided learning facilities, and a playground would greatly enhance the educational experience for students. Securing additional female teachers would help to promote gender balance in the teaching staff. The absence of a boundary wall also presents a security concern that warrants attention.

The school’s dedicated staff and commitment to providing a basic education are commendable. However, the lack of certain facilities underscores the need for greater investment in rural education infrastructure to ensure that all children have access to a comprehensive and enriching learning environment. Improving amenities would not only enhance the quality of education but also significantly improve the overall learning experience.

The community’s support and the government’s initiatives play a crucial role in uplifting this vital institution. By addressing the identified infrastructural gaps and providing additional resources, the school can further strengthen its role in educating the children of this rural community and contribute to the overall development of the region. Sustainable development goals targeting quality education and gender equality can be better achieved with enhanced support for schools like 396 NO. GORAIMARI LPS.

The school’s location in a rural area presents both challenges and opportunities. The challenges include limited resources and infrastructure, while the opportunity lies in empowering the community through education, making this school a critical component of local progress. Continued support is vital for the school to overcome its limitations and flourish.

The success story of 396 NO. GORAIMARI LPS, a testament to the dedication of its teachers and staff, underscores the importance of investing in rural education. The school’s enduring presence since 1950 highlights its significance to the community and its potential for growth with continued support and resource allocation.