KHERANI LAKHIBAM MES

KHERANI LAKHIBAM MES was established in 1994 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KHOWANG block of DIBRUGARH district of Assam. The school consists of Grades from 6 to 8. 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 3 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 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 150 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.

KHERANI LAKHIBAM MES: A Rural Upper Primary School in Assam

KHERANI LAKHIBAM MES, a private aided school located in the rural area of KHOWANG block, DIBRUGARH district, Assam, offers a valuable educational service to the community. Established in 1994, this co-educational institution caters to students from classes 6 to 8, focusing on upper primary education. The school’s commitment to education is evident in its dedicated team of six male teachers, who strive to provide quality instruction in Assamese, the school’s primary language of instruction. The school provides a mid-day meal, ensuring students receive proper nourishment to support their learning.

The school’s infrastructure, while modest, is functional. Housed in a private building, it comprises three well-maintained classrooms conducive to learning. The availability of a library with 150 books enriches the learning experience, offering students access to supplementary reading materials beyond the curriculum. A playground provides a vital space for physical activity and recreation, contributing to the holistic development of the students. The presence of hand pumps ensures access to clean drinking water, a fundamental necessity for a healthy learning environment. A single girls’ toilet further enhances the school’s facilities.

The school’s management adheres to the Others board for class 10 and 10+2 examinations, indicating its commitment to providing students with nationally recognized certifications. The absence of pre-primary classes ensures a focused approach to upper primary education. The head teacher, RANJIT NEWAR, leads a team dedicated to providing quality education within the constraints of available resources. The school lacks electricity and a boundary wall, highlighting the need for further development to enhance safety and learning conditions.

The school’s location in a rural area presents unique challenges, but also underscores the importance of its role in providing educational opportunities to children in this region. The school’s rural setting emphasizes its importance in bridging the educational gap and fostering development within its community. The use of Assamese as the medium of instruction caters to the local linguistic needs of the student population.

Despite the limitations of its resources, KHERANI LAKHIBAM MES stands as a testament to the dedication of its teachers and the community’s commitment to providing education for its children. The school’s dedication to providing a mid-day meal speaks volumes about its commitment to student well-being. The absence of computer-aided learning and computers does not diminish the importance of the quality teaching and learning taking place within its walls.

The school’s lack of a boundary wall and electricity highlights potential areas for improvement and support from external agencies or organizations dedicated to rural school development. However, the existence of a library and playground indicates an understanding of the importance of both academic learning and extracurricular activities.

The school’s management structure, being privately aided, suggests a blend of private and public support, indicating a shared responsibility for the school’s sustainability and development. This model of governance underscores a commitment to education from both private and public sectors.

The information provided about KHERANI LAKHIBAM MES underscores the need for consistent support and development of rural schools in Assam, ensuring equitable access to quality education for all children. The school’s existence, despite its resource limitations, is a testament to the strength and resilience of the community it serves.

The future development of KHERANI LAKHIBAM MES could involve securing improved infrastructure, including electricity and a boundary wall, and potentially integrating technology into the curriculum. Access to additional resources such as computers and computer-aided learning programs could enhance the learning experience, although the existing quality of teaching remains the key element of success.

In conclusion, KHERANI LAKHIBAM MES is a vital educational institution in its community, providing upper primary education in a rural setting. Despite facing challenges related to resource availability, its dedicated teachers and supportive management contribute to making a significant difference in the lives of its students. The school serves as a case study in the strength of community support and the commitment to quality education, even under resource-constrained circumstances.