90 NO. SISTIJHORA PT-II LPS (UE)

90 NO. SISTIJHORA PT-II 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. 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 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.

90 No. Sistijhora PT-II LPS (UE): A Comprehensive Overview of a Rural Assam Primary School

90 No. Sistijhora PT-II LPS (UE), a primary school nestled in the rural heart of Kokrajhar district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 2004 under the Department of Education’s management, this co-educational institution serves students from Class 1 to Class 5, with a dedicated pre-primary section catering to younger learners. Instruction is primarily conducted in Assamese, reflecting the local linguistic context. The school’s accessibility is ensured by its all-weather road approach. The academic year commences in April, aligning with the regional calendar.

The school’s infrastructure comprises a government-provided building, featuring two well-maintained classrooms designed for optimal learning. Additional space is available for non-teaching activities, including a dedicated room for administrative purposes. While the school boasts a playground, it currently lacks a library and a boundary wall. The absence of electricity underscores the challenges faced by many rural schools in providing a comprehensive educational experience.

However, the school demonstrates resourcefulness in addressing fundamental needs. Clean drinking water is provided via functional hand pumps, ensuring the health and well-being of students. Separate boys’ and girls’ toilets cater to the sanitation requirements of both genders, a significant aspect of creating a safe and inclusive learning environment. Notably, ramps are provided, demonstrating the school’s commitment to inclusivity and accessibility for differently-abled students.

The teaching staff consists of two male teachers, who deliver a curriculum focused on primary education (Classes 1-5). The school also offers midday meals prepared on-site, contributing to students’ nutritional well-being and reducing barriers to attendance. This vital service underlines the school’s dedication to supporting its students holistically.

The school’s location in a rural area presents both opportunities and challenges. While the surrounding environment provides a unique learning context, it also highlights the need for continued investment in infrastructure and resources. The absence of computers and a computer-aided learning lab, for instance, represents an area where future development could significantly enhance the educational experience.

The lack of a library underscores the importance of providing students with access to books and learning materials. A library would not only enrich the classroom experience but also foster a love of reading and independent learning. The absence of a boundary wall, though seemingly minor, raises potential safety and security concerns, highlighting the need for further infrastructural improvements.

Despite these challenges, 90 No. Sistijhora PT-II LPS (UE) remains a vital part of its community, providing primary education to children in a rural setting. Its commitment to providing basic necessities such as clean water, sanitation facilities, and midday meals demonstrates a dedication to the overall well-being of its students.

The school’s management under the Department of Education suggests a framework for support and accountability. However, the need for further infrastructural development, such as the provision of electricity, a library, and a boundary wall, will be crucial to further enhance the quality of education and ensure a safer learning environment for students.

This commitment to education in a challenging context showcases the resilience and dedication of the teachers and the importance of investing in rural education. The school’s existing facilities, while modest, serve as a foundation for future growth and development.

Future improvements could focus on securing electricity, establishing a library, constructing a boundary wall, and introducing computer-aided learning. These additions would greatly enhance the educational experience, creating a more enriching and stimulating learning environment for the students of 90 No. Sistijhora PT-II LPS (UE).