55 NO. CHILKIKHATA PT-III LPS (UE)

55 NO. CHILKIKHATA PT-III LPS (UE) was established in 2004 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 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 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 a 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.

55 No. Chilkikhata PT-III LPS (UE): A Comprehensive Profile of a Rural Assam Primary School

55 No. Chilkikhata PT-III LPS (UE), a government-run primary school in Kokrajhar district, Assam, offers a glimpse into rural education in the region. Established in 2004 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a notable pre-primary section also available. The school’s location in a rural area presents both unique challenges and opportunities for its students and educators.

The school’s infrastructure, while modest, is functional. Two classrooms provide space for instruction, and these are reportedly in good condition. Additional rooms support non-teaching activities, and a dedicated space is available for the school’s teachers. The presence of a playground offers a vital space for recreation and physical activity, contributing to the holistic development of the children. However, the school currently lacks a boundary wall and electricity, highlighting areas needing improvement.

Instruction at 55 No. Chilkikhata PT-III LPS (UE) is conducted in Bodo, reflecting the local linguistic context and promoting inclusivity. The school provides midday meals, prepared and served on the premises, ensuring that students receive proper nourishment throughout their school day. The provision of hand pumps ensures access to drinking water, and the availability of ramps for disabled children underscores the school’s commitment to inclusivity and accessibility.

The school’s teaching staff consists of two male teachers. While the school does not possess computer facilities or a computer-aided learning lab, its focus on traditional teaching methods highlights the emphasis on foundational learning in the primary years. The lack of a library and books is a key area that could be improved.

The school’s administrative structure is managed directly by the Department of Education. While it does not currently have any female teachers, the commitment to co-education demonstrates a belief in equal opportunity for all students. The lack of a head teacher is an area that requires further attention for improved leadership and administration. However, the school’s focus on foundational literacy and numeracy skills provides a crucial education base for its students.

The school’s operation is significantly influenced by its rural setting. Access to technology and resources is understandably limited. However, the dedicated teachers and the provision of essential amenities like drinking water and midday meals demonstrate a commitment to providing quality education. Addressing the absence of a library and computer-aided learning represents a significant opportunity for educational improvement.

55 No. Chilkikhata PT-III LPS (UE)’s success hinges on community engagement and ongoing support. Collaborations with local organizations and government initiatives could help address infrastructural shortcomings, provide access to learning resources, and broaden the scope of educational opportunities available to the students. Investment in teacher training and professional development would enhance teaching methodologies.

The school’s future development will depend heavily on securing additional resources and focusing on areas for improvement. These efforts will help to bridge the gap between the school’s current capabilities and the educational needs of its students, allowing them to reach their full potential. The school’s progress underscores the importance of continued investment in rural education.

The school’s commitment to providing a safe and nurturing environment for its students, combined with its focus on foundational education, creates a positive learning experience. Addressing the infrastructural deficits and expanding access to technology and resources will further enhance its capacity to serve the community. Improving the facilities and educational resources will benefit the students and the community greatly.

In conclusion, 55 No. Chilkikhata PT-III LPS (UE) exemplifies both the challenges and the opportunities present in rural education in Assam. Its continued success hinges on consistent community support, access to resources, and a dedication to providing the best possible learning environment for its students. Through sustained efforts and collaborations, the school can thrive and continue to offer a crucial educational foundation for children in the area.