58 NO. SUKANJHORA LPS (UE)

58 NO. SUKANJHORA 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 Pucca But Broken 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.

58 No. Sukanjhora LPS (UE): A Detailed Profile of a Rural Assam Primary School

58 No. Sukanjhora LPS (UE), a government primary school located in the rural GOSSAIGAON block of KOKRAJHAR district, Assam, offers a glimpse into the educational landscape of rural India. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, with a notable pre-primary section. The school’s instruction medium is Bodo, reflecting the local linguistic context.

The school’s infrastructure, while functional, reveals areas that could benefit from improvement. The school building, though government-provided, is described as “Pucca But Broken,” indicating a need for maintenance and repair. Despite the presence of electricity, it is unfortunately not currently functional. However, the school boasts two classrooms in good condition, a playground for recreational activities, and a reliable source of drinking water through hand pumps. Importantly, the school features separate functional toilets for boys and girls, emphasizing its commitment to providing a safe and hygienic environment. The inclusion of ramps for disabled children showcases a thoughtful consideration for inclusivity.

The school’s academic focus is primarily on primary education (Classes 1-5). Two male teachers are currently employed, leading the educational efforts of the student body. A head teacher, SUJIT KR. BRAHMA, oversees the school’s operations. The provision of midday meals, prepared on-site, demonstrates a dedication to addressing the nutritional needs of the students.

While the school lacks a library and computers, highlighting a potential area for future development, the presence of a pre-primary section indicates a commitment to early childhood education. The school’s location necessitates all-weather road accessibility for students and staff. The school’s rural location emphasizes the critical role it plays in providing educational opportunities within its community.

The absence of a computer-aided learning lab and computers themselves presents an opportunity for technological upgrades. This could significantly enhance the learning experience and prepare students for the increasingly digital world. The lack of female teachers also highlights a potential area for improvement in terms of gender diversity within the teaching staff.

The school’s operational status, including its management by the Department of Education, its co-educational nature, and its adherence to the academic calendar beginning in April, contributes to the overall picture of a functioning, albeit resource-constrained, educational institution.

The school’s “Pucca But Broken” wall highlights a need for structural repairs to enhance the safety and security of the school environment. The lack of functional electricity presents a significant challenge that could be addressed through infrastructural improvements.

Despite its challenges, 58 No. Sukanjhora LPS (UE) remains a crucial element in providing primary education to the children of the surrounding rural area. Further investments in infrastructure, technology, and teacher training would undoubtedly elevate the quality of education provided and better equip the students for future success.

Addressing the identified infrastructural and resource needs could significantly enhance the school’s capacity to provide a high-quality education, fostering a positive learning environment for all its students. This would contribute not only to the individual development of students but also to the broader socio-economic progress of the community. The school’s commitment to providing midday meals underscores its proactive role in addressing the holistic needs of its students.