BORJHORA GAROPARA LPS

BORJHORA GAROPARA LPS was established in 1982 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. Garo 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 1 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

BORJHORA GAROPARA LPS: A Comprehensive Profile of a Rural Primary School in Assam

BORJHORA GAROPARA LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Baliyana block in Goalpara district, Assam. Established in 1982 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, with an additional pre-primary section. Instruction is primarily conducted in the Garo language, reflecting the linguistic landscape of the region.

The school’s infrastructure comprises a single classroom housed within a government building. While lacking a boundary wall and electricity, the school boasts a functional playground, ensuring students have a space for recreation and physical activity. The availability of hand pumps provides a reliable source of drinking water for students and staff. Sanitary facilities include one boys’ toilet and one girls’ toilet, both functional and essential for maintaining hygiene.

Further enhancing the learning environment, the school is equipped with two computers, although it currently lacks a dedicated computer-aided learning lab. The school provides and prepares mid-day meals on its premises, addressing the nutritional needs of its students. Importantly, the school is easily accessible via an all-weather road, minimizing transportation barriers for students. The academic session begins in April, aligning with the regional calendar.

The school’s staffing includes two female teachers and one head teacher, Ms. SAIRINA MARAK, who manages the school’s operations effectively. The school’s management emphasizes a supportive and nurturing atmosphere where learning is prioritized. The school’s rural location highlights its role in bridging the educational gap in underserved communities.

The school’s academic focus is firmly on primary education, covering the foundational years from Class 1 to Class 5. The school’s commitment to providing quality education is evident, despite its limited resources. The absence of a library and computer lab highlights areas where future development and resource allocation could significantly benefit the school and its students.

BORJHORA GAROPARA LPS showcases the dedication of its teachers and staff in providing education to the rural population. Its modest infrastructure and limited resources underscore the need for continued support to improve facilities and expand educational opportunities.

The school’s commitment to providing meals within the school premises underscores its dedication to student well-being. Providing nutritious meals ensures students can focus on their studies without the burden of hunger.

The school’s co-educational nature fosters an inclusive learning environment where both boys and girls have equal access to education. The pre-primary section is also an asset, preparing young children for their formal education.

The school’s location in a rural area highlights the crucial role it plays in providing educational access to marginalized communities. The accessibility via all-weather roads is a key element in ensuring consistent attendance.

The management by the Department of Education indicates a commitment to government-supported education and the provision of essential learning opportunities to rural children.

The school’s profile reveals a dedication to fundamental education, emphasizing the importance of providing a basic education to students in a rural setting. While challenges remain, the school’s ongoing operation demonstrates resilience and a commitment to the education of its community.