NO 4 THURAJAN KHARIA BOSTI LPS

NO 4 THURAJAN KHARIA BOSTI LPS was established in 1984 and it is managed by the Unrecognised. It is located in Rural area. It is located in EAST block of GOLAGHAT 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 1 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 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.

NO 4 THURAJAN KHARIA BOSTI LPS: A Rural Primary School in Assam

NO 4 THURAJAN KHARIA BOSTI LPS, a primary school located in the rural areas of Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1984, this co-educational institution serves students from Class 1 to Class 5, also featuring a pre-primary section. The school is managed by an unrecognized body and operates from a private building.

The school’s infrastructure is modest, encompassing a single classroom dedicated to instruction. While lacking certain amenities, it boasts a playground, providing a vital space for recreation and physical activity. The absence of a boundary wall, electricity, and a library highlights the school’s resource limitations. The lack of a library is further underscored by the absence of any books for students. Similarly, the school lacks access to reliable drinking water.

Despite these challenges, NO 4 THURAJAN KHARIA BOSTI LPS employs two teachers – one male and one female – dedicated to educating the students. The medium of instruction is Assamese, reflecting the local language and culture. The school’s commitment to education is further exemplified by the provision of midday meals prepared on-site. The school’s management has established a head teacher, Pollovi Borah, to guide and oversee the institution.

The school’s location in the East block of Golaghat district places it within a specific geographical context, informing its challenges and opportunities. Its rural setting underscores the importance of its role in providing educational access to a community that might otherwise lack such resources. The school’s accessibility by all-weather roads ensures that students can reach their education irrespective of the weather conditions. The academic calendar follows the standard April commencement.

This information paints a picture of a school striving to provide a basic education despite significant resource constraints. The absence of crucial amenities such as electricity, a library, and reliable drinking water underscores the need for further investment and support to enhance the learning environment.

The school’s management structure, categorized as ‘unrecognized’, highlights the need for potential government recognition or support to improve infrastructure and resources. The school’s dedication to its students is exemplified by the provision of midday meals, ensuring that students receive a vital daily component of their educational experience.

The limited number of classrooms, specifically one dedicated to instruction, necessitates a careful approach to teaching methodologies to maximize learning opportunities within a limited space. The absence of computers and computer-aided learning further indicates a gap in technological integration within the learning process.

Further investment in the school’s infrastructure, including the provision of a boundary wall for security, a reliable water source, and the establishment of a functional library, is crucial for enhancing the school’s capabilities and contributing to the development of its students. Supporting the school’s application for official recognition would also contribute significantly to improving its resources and overall standing.

The pre-primary section signifies a commitment to early childhood development and underscores the school’s broad reach within the community. The fact that the school is categorized as ‘co-educational’ emphasizes its inclusive nature, welcoming both boys and girls to benefit from its offerings.

The lack of ramps for disabled children highlights the need for future improvements to guarantee inclusivity for all learners. This aspect reflects the ongoing effort required to create a truly accessible and equitable educational environment. Continued support, whether from governmental or non-governmental organizations, is vital to achieve this goal.