LOCHANABORI HIGH SCHOOL (V)

LOCHANABORI HIGH SCHOOL (V) was established in 1989 and it is managed by the Unrecognised. It is located in Rural area. It is located in LAHARIGHAT block of MORIGAON district of Assam. The school consists of Grades from 9 to 10. 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 0 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 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 Not Provided providing mid-day meal.

Lochanabori High School (V): A Detailed Overview

Lochanabori High School (V), a private, co-educational secondary school, serves the rural community of Lahari Ghat in Morigaon district, Assam. Established in 1989, this unrecognised school offers classes from 9th to 10th standard, following the State Board curriculum. Instruction is primarily conducted in Assamese. While lacking some amenities, the school provides a crucial educational service to the area.

The school’s infrastructure is relatively basic. It operates within a private building, although the number of classrooms is not specified. Importantly, the school possesses one functional boys’ toilet and one functional girls’ toilet, ensuring basic sanitation facilities for students. The school’s water supply comes from a well, a reliable source of drinking water.

Unfortunately, the school lacks several key features commonly found in more well-resourced schools. There is no boundary wall, limiting security and potentially affecting the school’s overall safety. The absence of electricity poses significant challenges for teaching and learning, particularly in the evenings or during power outages. Furthermore, the school does not have a library, playground, or computer-aided learning facilities. There are also no ramps provided for students with disabilities.

The teaching staff comprises a dedicated team of seven male and one female teacher, making for a total of eight teachers. This modest teaching workforce provides instruction across the secondary curriculum. The school does not provide meals to students.

The school’s management is officially designated as “Unrecognized,” which may indicate a lack of formal accreditation or government oversight. This status could potentially impact the school’s ability to access funding, resources, and teacher training opportunities.

The location of the school, situated in a rural area, underscores the vital role it plays in bridging educational access gaps. Despite its limitations, Lochanabori High School (V) provides a fundamental education to students in a region where educational opportunities might be limited otherwise.

The school’s lack of infrastructure presents both challenges and opportunities for improvement. Securing funding for electricity, a boundary wall, a library, a playground, and possibly even computer facilities would significantly enhance the learning environment.

Community engagement and external partnerships could play a crucial role in addressing these infrastructural shortcomings. Local businesses, NGOs, and government initiatives could offer invaluable support in upgrading the school’s facilities.

The school’s relatively small number of teachers highlights the need for teacher support and professional development. Access to training programs and ongoing professional development could significantly improve the quality of education delivered.

In conclusion, Lochanabori High School (V), while facing infrastructural challenges, provides a valuable service to its community. Efforts towards improving its infrastructure and resources would significantly benefit the students and the wider community it serves. With targeted support and community involvement, the school can overcome its limitations and become a more effective center of learning.