NO-2 GOSAINBARI LPS

NO-2 GOSAINBARI LPS was established in 1984 and it is managed by the Department of Education. 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 Dilapidated 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 52 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-2 Gosainbari LPS: A Rural Primary School in Assam

NO-2 Gosainbari LPS, a primary school nestled in the rural landscape of Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1984, this co-educational institution, managed by the Department of Education, serves students from Class 1 to Class 5. The school’s location within the Bordoloni block of Dhemaji district underscores its role in providing essential primary education to children in a geographically dispersed area.

The school’s infrastructure, while functional, reflects the challenges faced by many rural schools. The building itself is described as dilapidated, highlighting the need for infrastructure improvements. Despite the condition of the building, the school provides one classroom, ensuring that students have a dedicated space for learning. A significant asset is the presence of a library, stocked with 52 books, providing crucial access to reading materials for students. Furthermore, the school boasts a playground, a valuable addition for promoting physical activity and social interaction among students.

The teaching staff at NO-2 Gosainbari LPS comprises two male teachers, dedicated to providing quality education despite resource constraints. The school also offers a pre-primary section, catering to the educational needs of younger children. The instruction medium is Assamese, reflecting the local linguistic context and ensuring accessibility for students. The school also provides meals, prepared on-site, addressing a crucial aspect of student well-being and ensuring that students receive proper nourishment.

The school’s facilities include separate boys’ and girls’ toilets, a basic necessity for hygiene and safety. The absence of electricity and a boundary wall presents challenges, but the school’s functionality continues, demonstrating the resilience of the community and teaching staff. The school’s administration is headed by A. Chowdhary, whose leadership plays a vital role in the school’s operations.

The curriculum followed by the school aligns with the requirements for primary education, preparing students for their future academic pursuits. While the school does not offer computer-aided learning or possess computers for educational purposes, the focus remains on delivering fundamental knowledge and skills. The school’s academic board for classes 10 and 10+2 is listed as “Others,” suggesting an alternative accreditation system or a locally adapted curriculum.

NO-2 Gosainbari LPS represents a vital community resource, providing access to primary education in a rural setting. The school’s challenges, such as the dilapidated building and lack of electricity, highlight the need for continued investment in rural education infrastructure to ensure quality learning environments for all students.

The school’s dedication to providing education despite resource limitations underscores the importance of community engagement and the commitment of teachers to educate the next generation.

The absence of ramps for disabled children indicates an area needing attention for inclusivity and accessibility. Future improvements to the school could include the addition of ramps, providing equal access to education for all children, regardless of physical limitations.

The school’s success in providing a basic education demonstrates the importance of even small, resource-limited schools in ensuring that children in remote areas have access to the essential building blocks for their future. Ongoing support and investment in the school would significantly enhance the learning environment and improve educational outcomes.

The provision of mid-day meals highlights a key element of supporting students’ well-being, ensuring that they have the energy and nutrition needed for effective learning. This commitment to holistic child development adds another layer of importance to the school’s role in the community.

The lack of contact teachers, as indicated in the data, suggests that all teachers are permanent staff members, creating a sense of stability and continuity for the students. This consistency in teaching staff contributes to a more predictable and supportive learning environment.