KRISHNAGURU KISHORE V. MES

KRISHNAGURU KISHORE V. MES was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in BASKA block of BAKSA 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 Government 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 None 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 1 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.

Krishnaguru Kishore V. MES: A Rural Upper Primary School in Assam

Krishnaguru Kishore V. MES is a government-run upper primary school located in the rural BASKA block of BAKSA district, Assam. Established in 1994, it operates under the Department of Education and serves students from classes 6 to 8. The school’s unique features and operational details paint a clear picture of its role in the community.

The school’s infrastructure comprises a government building housing three classrooms, all in good condition. While lacking a boundary wall and electricity, the school provides essential facilities including separate boys’ and girls’ toilets, a library stocked with a single book, and a midday meal program prepared on-site. The absence of a playground and computer-aided learning facilities highlights areas for potential improvement.

Krishnaguru Kishore V. MES employs a total of six teachers – five male and one female – to cater to its students. Assamese is the primary language of instruction. The school’s management emphasizes the importance of education in a rural context, despite the limited resources. The lack of drinking water facilities presents a significant challenge requiring immediate attention.

The school’s head teacher, Bhabesh Choudhary, plays a pivotal role in overseeing the educational processes and managing the limited resources effectively. The school’s co-educational nature underscores its commitment to providing equal opportunities for boys and girls in the community.

The school’s academic focus is on the upper primary curriculum (classes 6-8), preparing students for further education. The absence of a pre-primary section suggests the school’s role is primarily focused on this specific age group. The fact that the school uses “Others” as its designation for class 10 and 10+2 boards indicates a unique academic path for its students.

The school’s accessibility via an all-weather road ensures consistent attendance, despite its rural location. The academic year begins in April, aligning with the regional educational calendar. The school’s non-residential nature simplifies the logistical management of students.

While the school faces challenges related to infrastructure and resource limitations, its commitment to providing education in a rural setting remains commendable. The lack of electricity, a boundary wall, and computers, along with the absence of a playground, presents opportunities for future development and improvements.

The single book in the library highlights the need for expanded resources to enrich the learning experience. Improving the drinking water facilities is a crucial step towards ensuring the well-being of the students. Despite these limitations, the school’s dedication to education shines through its operational efficiency.

The school’s success story hinges on the dedication of its teachers and the ongoing support of the Department of Education. Addressing the infrastructure gaps and improving resource availability would significantly enhance the learning environment and contribute to the holistic development of the students.

Future development plans should focus on securing electricity, constructing a boundary wall, establishing a playground, expanding the library’s collection, and installing a reliable source of drinking water. These improvements would transform the school into a more robust and effective learning hub for the community.