NO 1 BHAKAT KOIBATTA LPS (V)

NO 1 BHAKAT KOIBATTA LPS (V) was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in BORDOLONI block of DHEMAJI 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 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 0 boys toilet and it is functional. and 0 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 Applicable providing mid-day meal.

NO 1 BHAKAT KOIBATTA LPS (V): A Rural Primary School in Assam

NO 1 BHAKAT KOIBATTA LPS (V), a private primary school located in the rural area of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1982, this co-educational institution serves students from Class 1 to Class 5, with an attached pre-primary section catering to younger learners.

The school’s infrastructure consists of two classrooms housed in a private building. The medium of instruction is Assamese, reflecting the local linguistic context. The school’s management is categorized as “Unrecognised,” suggesting a need for further institutional support and recognition. The school relies on a well for drinking water, highlighting a reliance on readily available resources.

Teaching staff comprises one male teacher and one female teacher, totaling two educators. The school’s leadership is overseen by Head Teacher, MONUMATI SAIKIA. The absence of computers and a computer-aided learning lab points to a need for technological integration in the curriculum. Likewise, the lack of a library, boundary wall, and playground suggests opportunities for improvement in the school’s facilities.

The school’s curriculum focuses on primary education (classes 1-5), with the higher classes (10th and 10+2) falling under the “Others” category, possibly indicating affiliation with alternative boards or examination systems. The school operates without any contract teachers, emphasizing the core teaching staff’s role. Importantly, the school is not a residential school.

The location in the BORDOLONI block of DHEMAJI district underscores its placement within a specific geographical area. The school’s accessibility is mentioned as being via an all-weather road, ensuring connectivity regardless of weather conditions. The school year commences in April, aligning with the academic calendars prevalent in the region.

The absence of electricity underscores a challenge common to many rural schools. The lack of toilets presents a significant sanitation concern needing urgent attention to ensure student well-being. The need for a boundary wall is also evident for enhanced security and a defined school perimeter.

The school’s basic infrastructure and reliance on limited resources highlight the complexities faced by rural education systems. Further investments in infrastructure, technology, and teacher training could significantly enhance the quality of education provided at NO 1 BHAKAT KOIBATTA LPS (V).

The school’s commitment to primary education and its co-educational approach demonstrate its dedication to providing educational opportunities within its community. Despite its challenges, it remains an integral part of the local educational fabric, serving the needs of the children in the area. Continued support and development could greatly improve its ability to provide a more comprehensive and enriching learning environment.

Addressing the lack of essential amenities like toilets, electricity, and a boundary wall should be a priority. Integrating technology through computer-aided learning and establishing a library would further improve the learning experience. The school’s success depends on sustained support from local authorities and community engagement. The improvement of its facilities would contribute to a healthier and more productive learning environment for the students.