GPS JABOKA - B

GPS JABOKA - B was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in TIZIT block of MON district of Nagaland. The school consists of Grades from 1 to 4. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English 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 7 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 Barbed Wire Fencing boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well 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 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.

GPS JABOKA - B: A Comprehensive Look at a Rural Primary School in Nagaland

GPS JABOKA - B, a government-run primary school located in the rural area of TIZIT block, MON district, Nagaland, offers a glimpse into the educational landscape of this northeastern state. Established in 1993, the school caters to students from Class 1 to Class 4, providing them with a co-educational environment and an attached pre-primary section.

The school’s infrastructure, while modest, serves its purpose well. It boasts a government-owned building with seven classrooms, all in good condition. The school also has two additional rooms for non-teaching activities and a dedicated space for the headmaster or teacher. Ensuring safety and security, the school is enclosed by a barbed wire fencing boundary wall.

Importantly, GPS JABOKA - B has a reliable supply of electricity, a crucial element for modern education. The school also provides access to clean drinking water through a functional well, ensuring the health and well-being of its students.

In terms of facilities, the school has dedicated sanitation facilities for both boys and girls, with one functional toilet for each gender. However, the lack of a playground limits opportunities for physical activity and recreation. The school also lacks a library, which means students do not have access to a collection of books for extracurricular learning.

The academic environment at GPS JABOKA - B is characterized by a focus on English as the medium of instruction. The school employs three teachers, including two male and one female teacher, in addition to four pre-primary teachers. The school follows a curriculum that aligns with “Others” boards for both Class 10 and Class 10+2.

While the school does not have computers for teaching or learning purposes, it provides mid-day meals for its students, ensuring their nutritional needs are met. Despite the lack of certain resources, GPS JABOKA - B remains a valuable educational institution for the rural community. Its dedication to providing a quality education to its students, coupled with its focus on providing a safe and nurturing environment, makes it a vital asset in the region.

The school’s unique characteristics and its commitment to offering a holistic educational experience make it an interesting case study in understanding the educational landscape of rural India. The school’s challenges, such as the absence of a playground and a library, highlight the need for further investment in educational infrastructure in rural areas.

However, GPS JABOKA - B’s commitment to providing quality education, its dedication to the well-being of its students, and its focus on English as the medium of instruction, all contribute to creating a positive learning environment for its students. Its story is a testament to the resilience and adaptability of rural schools in India, and it serves as a reminder of the importance of supporting educational institutions that serve the needs of underprivileged communities.