895 NO. PAROURA LP SCHOOL

895 NO. PAROURA LP SCHOOL was established in 1942 and it is managed by the Department of Education. It is located in Rural area. It is located in KOKRAJHAR 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. 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 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 Hand Pumps and it is functional. The school has 2 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.

895 No. Paroura LP School: A Rural Primary School in Assam

895 No. Paroura Lower Primary School, a government-run institution established in 1942, serves the rural community of Kokrajhar, Assam. Managed by the Department of Education, this co-educational school caters to students from Class 1 to Class 5, also offering a pre-primary section. The school’s primary language of instruction is Assamese.

The school’s infrastructure includes a government-provided building with six classrooms, all in good condition, and additional rooms for non-teaching activities and the head teacher. A playground is available for students’ recreation, and the school benefits from functional hand pumps providing drinking water. To ensure accessibility, ramps are in place for disabled children. The school’s location is easily accessible via an all-weather road, with the academic year commencing in April.

The school’s dedicated staff comprises five male teachers and a head teacher, Subhash Mushahary. The school actively participates in the mid-day meal program, providing meals prepared on-site. While the school lacks a boundary wall and electricity connection, it prioritizes student well-being and learning. The provision of separate boys and girls toilets reflects a commitment to providing a safe and inclusive environment.

The absence of a library and computer-aided learning facilities presents opportunities for future development and enhancement of the educational experience. This could involve community partnerships or government initiatives to improve resources and expand the scope of learning opportunities. The school’s commitment to providing a quality primary education within its resource constraints is commendable.

The school’s location in a rural area underscores the importance of its role in providing access to education for children in this community. The all-weather road access signifies a commitment to ensuring that students can attend school regardless of weather conditions, which is crucial in rural areas.

Despite the challenges posed by the lack of certain resources, the school demonstrates dedication to providing a basic education, focusing on core subjects. The presence of a pre-primary section highlights the importance placed on early childhood education.

The school’s history, stretching back to 1942, speaks volumes about its continuous service to the community. This longevity highlights its resilience and enduring commitment to education.

The school’s management by the Department of Education ensures that it adheres to educational standards and receives necessary support from the government. This provides a framework for continuous improvement and access to resources.

The absence of female teachers presents a significant area for improvement. Efforts to recruit and retain female teachers can help to create a more balanced and inclusive learning environment.

Future development could involve securing funding for improvements such as the construction of a boundary wall, installation of electricity, establishing a library, and integrating computer-aided learning. These enhancements could significantly enrich the educational experience and enhance the overall learning environment.