959 NO. KOKIRA LP.

959 NO. KOKIRA LP. was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in BALIJANA block of GOALPARA 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.

959 No. Kokira Lower Primary School: A Profile

959 No. Kokira Lower Primary School, a government-run institution located in the rural area of Baliyana block, Goalpara district, Assam, stands as a testament to the commitment to primary education in the region. Established in 1952 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a crucial foundation for their academic journey. The school’s commitment extends to a pre-primary section, acknowledging the importance of early childhood education.

The school’s infrastructure comprises two classrooms, ensuring an adequate learning environment for the students. While lacking a boundary wall and electricity connection, the school compensates with a functional playground, providing a crucial space for physical activity and recreation. The provision of hand pumps addresses the vital need for clean drinking water, ensuring the well-being of students and staff. Conveniently, the school possesses one boys’ and one girls’ toilet, promoting hygiene and sanitation. Importantly, ramps for disabled children ensure accessibility for all students, underlining the school’s dedication to inclusivity.

The school’s instructional medium is Assamese, reflecting its commitment to local language learning and cultural preservation. The teaching staff consists of two male teachers, guided by a dedicated head teacher, B. Kalita. The school’s management actively provides and prepares midday meals on the premises, addressing the nutritional needs of the students. This comprehensive approach ensures that students receive not only academic instruction but also essential nourishment to support their learning.

The school’s academic focus is on primary education (Classes 1-5), providing a solid foundation for students’ future educational pursuits. The curriculum aligns with the Others board for Class 10 and Class 10+2, indicating a flexible and adaptable approach to educational standards. The school operates on an academic session starting in April, adhering to the standard educational calendar. The school’s commitment to its students extends beyond academics, with the provision of a playground fostering physical development and social interaction.

The absence of a computer lab and computers does not hinder the school’s dedication to providing quality education. This limitation, however, highlights the need for further infrastructural improvements to enhance the learning experience through technology integration. Similarly, the lack of a library reflects an opportunity for growth and expansion, enriching the students’ learning opportunities beyond the classroom.

The school’s location in a rural setting underscores its critical role in serving the local community, providing access to essential primary education for children in a geographically dispersed area. The school’s location necessitates an all-weather road approach, a practical consideration for student and staff commuting.

Despite its limitations, 959 No. Kokira Lower Primary School remains a cornerstone of primary education in its community. Its commitment to providing a basic education, addressing the fundamental needs of its students, and upholding a strong sense of inclusivity exemplifies the spirit of providing essential learning opportunities in a rural setting. Future development focusing on infrastructure improvements like electricity, a library, and a computer lab would significantly benefit the school’s capabilities and enhance its overall educational effectiveness.

The school’s operational efficiency and dedication to its pupils, however, are evident in its well-maintained classrooms, the provision of mid-day meals, and its accessible facilities for disabled children. This reflects a commitment to providing comprehensive support to its pupils.

The school’s administration, in coordination with local authorities and educational stakeholders, should continually assess the school’s needs and prioritize resource allocation to enhance facilities and expand its educational offerings. This would serve to further solidify its positive impact on the community.

959 No. Kokira Lower Primary School serves as a prime example of the significant role that primary schools play in rural communities, providing a foundation for education, fostering community development, and empowering young minds. The school’s continued existence and operational efficiency should be celebrated and further supported through community engagement and resource allocation.