KHEJURDOBA VLPS

KHEJURDOBA VLPS was established in 1985 and it is managed by the Unrecognised. 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 doesn’t 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 Private 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 0 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 Not Provided providing mid-day meal.

Khejurdoha VLPS: A Rural Primary School in Assam, India

Khejurdoha Village Lower Primary School (VLPS), located in the rural heart of Assam, India, stands as a testament to the dedication of educators serving a remote community. Established in 1985, this unrecognised school plays a vital role in providing primary education to the children of Khejurdoha village, falling under the Gossaigaon block of Kokrajhar district.

The school operates from a private building, boasting two classrooms in good condition. While lacking some modern amenities, the presence of a playground provides a valuable space for children’s physical development. The school’s infrastructure, characterized by a pucca but broken boundary wall, highlights the need for continued maintenance and infrastructural development. The absence of electricity underscores the challenges faced by the institution in providing optimal learning conditions.

The teaching staff comprises four dedicated individuals: three male teachers and one female teacher. They work diligently to impart education in Assamese, the school’s primary language of instruction. The school caters to students from Class 1 to Class 5, offering a foundational education in the primary grades. The head teacher, Hirani Brahma, leads the school’s operations.

The curriculum focuses on imparting primary education to children. The school’s management actively strives to provide the best possible learning environment. The school’s commitment to education is commendable given its operational limitations. Despite facing challenges, the school has maintained a dedication to education in a rural area.

A notable aspect of the school is the absence of a library and computer-aided learning facilities. The lack of computers and digital resources necessitates alternative teaching methodologies and the need for future investments in technology. Similarly, the absence of a library limits access to supplemental reading materials. The absence of a mid-day meal program further underscores the socio-economic challenges faced by the school and its students.

The school’s rural location presents unique logistical challenges, including the lack of electricity and reliable access to resources. These difficulties emphasize the need for external support and investment to improve the school’s infrastructure and educational offerings. Despite these challenges, the school demonstrates a consistent commitment to education, striving to provide a primary education to the children of the Khejurdoha village.

The school’s co-educational nature ensures that both boys and girls receive equal opportunities to learn and grow, fostering inclusive education within the community. This is particularly crucial in a region where access to education can be limited. The commitment to providing education despite the infrastructural limitations is noteworthy.

Improvements in the school’s infrastructure, including the provision of electricity, a library, and computer facilities, would significantly enhance the quality of education. These upgrades are pivotal for equipping students with the skills necessary to thrive in the modern world. External funding and community support are vital for realizing such improvements.

The school’s physical limitations, such as the lack of toilets and drinking water facilities, further underscore the necessity for intervention. Addressing these issues is essential to creating a safe and healthy learning environment for the students. Improving infrastructure directly correlates with students’ well-being and their capacity to concentrate on their studies.

Khejurdoha VLPS serves as a vital community asset, providing essential primary education in a resource-constrained setting. The school’s dedication to education despite these challenges is commendable and illustrates the need for continued support to enhance its facilities and provide an optimal learning experience for the students. The school’s perseverance speaks volumes about the commitment of the educators and the value placed on education within the Khejurdoha community.