817NO. JUGICHERRA LPS

817NO. JUGICHERRA LPS was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ 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. 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 6 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 Well and it is functional. The school has 1 boys toilet and it is functional. and 2 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.

817NO. Jugicherra LPS: A Rural Primary School in Assam, India

817NO. Jugicherra LPS, a primary school nestled in the rural landscape of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1969 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, encompassing a pre-primary section as well. The school’s commitment to education is evident in its dedicated teaching staff and focus on providing a conducive learning environment.

The school’s infrastructure, while modest, provides the essential facilities for learning. The government-provided building houses six classrooms, all maintained in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. Despite the absence of a boundary wall and electricity, the school boasts a functional playground, a crucial element in fostering holistic development among students. A well serves as the reliable source of drinking water, ensuring the students’ well-being. Importantly, ramps are in place to ensure accessibility for disabled children.

The school’s academic approach relies on Bengali as the medium of instruction. Two male teachers provide instruction to the students. The school also features a dedicated pre-primary teacher, underscoring the importance given to early childhood education. The school follows the “Others” board for Class 10 and Class 10+2, indicating a focus on a regionally relevant curriculum.

The school’s commitment extends to providing a midday meal, prepared and served on the school premises. This vital aspect addresses the nutritional needs of the students, ensuring they can concentrate on their studies without the burden of hunger. This further demonstrates the school’s dedication to supporting its students’ overall well-being.

The head teacher, Jayanta Kumar Singha, leads a team of two teachers, dedicated to imparting quality education to the children in their care. The absence of contract teachers emphasizes a focus on a stable and experienced teaching force.

The school’s location in the Patherkandi block of Karimganj district places it within a rural community, reflecting its role in providing essential educational services to a less-accessible area. The accessibility of the school via an all-weather road plays a significant role in ensuring regular attendance by students.

The school’s operational calendar aligns with the academic year in the region, starting in April. While lacking some modern amenities like computers and a library, the school’s focus remains on providing a foundational education, utilizing the available resources effectively.

The absence of a computer-aided learning lab and computers highlights the challenges faced by many rural schools in accessing technological resources. However, this should not overshadow the school’s success in providing basic education within the constraints of its available resources. It underscores the need for increased support for educational infrastructure in rural communities.

The school serves as a vital pillar of the community, providing crucial educational opportunities for children in a rural setting. Its dedication to providing a quality education, despite resource limitations, exemplifies the spirit of commitment to learning and development within its community. The school’s story reflects the many challenges and successes found in rural education systems across the globe.