GOHAIN TEKELA LPS

GOHAIN TEKELA LPS was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in NOWBOICHA block of LAKHIMPUR 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 others 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 no playground. The school has a library and has 40 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.

GOHAIN TEKELA LPS: A Rural Primary School in Assam, India

GOHAIN TEKELA LPS, a primary school located in the rural Nowboicha block of Lakhimpur district, Assam, India, offers a glimpse into the educational landscape of a rural Indian community. Established in 1961 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with an attached pre-primary section catering to younger learners. The school’s primary medium of instruction is Assamese, reflecting the local linguistic environment. Accessibility is ensured by its location on an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic year commences in April, aligning with the regional calendar.

The school’s infrastructure comprises a government-provided building, housing two well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space serves as an office for the teachers. While lacking a boundary wall and electricity, the school provides essential amenities, including functional boys’ and girls’ toilets, ensuring a basic level of sanitation. A key asset is the presence of a library containing 40 books, fostering a love for reading among students. The school also benefits from access to functional hand pumps, supplying clean drinking water. Importantly, the school features ramps, ensuring accessibility for disabled students.

The teaching staff consists of two male teachers, dedicated to providing quality education. The school actively participates in the midday meal program, providing nutritious meals prepared on-site. This program ensures students receive proper nourishment, supplementing their learning experience. The school’s rural setting presents both challenges and opportunities. The lack of electricity and a computer lab highlights the need for further development. However, the commitment of the teachers, along with the provision of basic amenities, creates a foundation for learning.

The absence of computer-aided learning and computers underscores the need for technological upgrades to enhance the educational experience. Further development in these areas could significantly improve the quality of education offered. The school’s library, though relatively small, indicates an effort to foster a reading culture among the students, showcasing a dedication to holistic learning.

The school’s management by the Department of Education signifies a commitment from the government to provide basic educational opportunities in rural areas. This underscores the importance of providing education to even the most remote regions. The focus on providing a safe and accessible environment through functional toilets and ramps demonstrates an awareness of the diverse needs of the student population.

The information provided highlights the school’s strengths and areas needing improvement. While lacking certain modern facilities, its commitment to basic education, provision of meals, and inclusion of disabled students represents progress in delivering quality primary education to a rural community. The presence of a library, even a small one, showcases the value placed on literacy.

The data reveals a clear need for investment in infrastructure and technology, particularly in the areas of electricity, computer-aided learning, and the expansion of the library. Such improvements could drastically improve the learning experience for students. However, the existing provision of essential amenities indicates a commitment to providing a functional and safe learning environment.

In conclusion, GOHAIN TEKELA LPS serves as a testament to the ongoing efforts to provide education in rural areas of India. While challenges remain, the school’s dedication to providing a foundational education, coupled with the community’s involvement in the midday meal program, ensures that students receive the basic tools for future success. Continued investment and support are crucial for the school to overcome its limitations and further enhance the educational opportunities for its students. The school’s unique characteristics, including its rural location and resource limitations, present valuable case studies in the field of educational development and accessibility in challenging environments. Future research could focus on the impact of these limitations on student outcomes and the effectiveness of targeted interventions to overcome these challenges.