LATE SIBA PRASAD BORAH LP

LATE SIBA PRASAD BORAH LP was established in 1993 and it is managed by the Unrecognised. It is located in Rural area. It is located in JORHAT block of JORHAT 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 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 Barbed Wire Fencing 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 Provided and Prepared in School Premises providing mid-day meal.

LATE SIBA PRASAD BORAH LP: A Rural Primary School in Assam

LATE SIBA PRASAD BORAH LP, a primary school nestled in the rural landscape of Jorhat district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 1993, this unrecognised school plays a vital role in providing elementary education to the community. Its humble beginnings and ongoing challenges highlight the need for continued support and development in rural education.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it features two classrooms, each designed to facilitate learning for the students. A playground provides a space for recreation and physical activity, crucial for the holistic development of young children. The school’s boundary is secured with barbed wire fencing, ensuring a degree of safety for the students.

Despite its limitations, LATE SIBA PRASAD BORAH LP provides essential services. The school’s curriculum is delivered in Assamese, catering to the linguistic needs of the local population. Importantly, it offers a mid-day meal program, prepared and provided on the school premises, addressing the nutritional needs of its students. This shows the school’s commitment to student well-being, going beyond simply academic instruction.

The school’s teaching staff comprises two female teachers and one head teacher, Amiya Saikia Dutta. Their dedication ensures that the children receive quality instruction, despite the lack of additional resources. The school’s co-educational nature reflects its commitment to inclusivity, and the inclusion of a pre-primary section broadens its reach to younger children.

The absence of electricity presents a significant challenge. Similarly, the lack of a library and computers limits the learning opportunities available to the students, emphasizing the need for external support and resources. The absence of toilets also underscores a vital need for improved sanitation facilities at the school. Despite the lack of ramps, the school’s commitment to inclusivity remains apparent in other aspects of its operation.

While the school doesn’t offer classes beyond the fifth grade, its focus on primary education is pivotal in laying the foundation for future learning. The curriculum covers subjects essential for early childhood development, equipping students with basic literacy, numeracy, and other fundamental skills. The school’s commitment to preparing students for higher education through its affiliation with “Others” boards, further signifies its dedication to offering opportunities to students.

The school’s rural location presents unique challenges, including accessibility, infrastructure limitations, and resource scarcity. However, the staff’s dedication and the community’s reliance on the school underline its importance. Addressing the infrastructural needs of this school is essential for improving the quality of education and ultimately impacting the lives of its students.

The information available reveals a school striving to provide quality education despite several resource limitations. The absence of certain amenities highlights areas requiring immediate attention and future development. Investment in infrastructure, resources, and teacher training will significantly enhance the learning experience and equip these children for a brighter future.

The school’s management structure, classified as ‘Unrecognised,’ further emphasizes the need for support and formal recognition to ensure sustainability and access to essential resources. Securing formal recognition would undoubtedly unlock access to funding and support programs, allowing for significant improvements in the school’s infrastructure and resources.

This detailed look into LATE SIBA PRASAD BORAH LP underscores the challenges and realities of rural education in India. While the school faces numerous obstacles, the dedication of its teachers and the community’s reliance on it highlight the vital role it plays in providing foundational education. Support and investment in schools like this are crucial for ensuring equitable access to quality education for all children, regardless of their geographic location.