NO. 3 RAJAPUKHURI LPS

NO. 3 RAJAPUKHURI LPS was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH block of GOLAGHAT district of Assam. The school consists of Grades from 1 to 5. 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 Government 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 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 Not Provided providing mid-day meal.

NO. 3 RAJAPUKHURI LPS: A Rural Primary School in Assam

NO. 3 RAJAPUKHURI LPS, a government-run primary school located in the rural area of Golaghat district, Assam, has been serving the community since its establishment in 1982. Operating under an unrecognized management, this co-educational institution provides primary education from Class 1 to Class 5. The school’s instruction medium is Assamese, reflecting the local linguistic landscape. Its two classrooms are housed in a government building, readily accessible via an all-weather road.

The school’s infrastructure includes a playground, a valuable asset for the students’ physical development. However, certain amenities remain absent. The school lacks a boundary wall, electricity, a library, computers, and a computer-aided learning lab. Furthermore, the school does not provide midday meals and has no access to drinking water.

Despite the absence of some facilities, the school boasts two male teachers dedicated to educating the students. The school’s academic focus is solely on primary education, without a pre-primary section. The absence of female teachers and any form of pre-primary education presents a potential area for future improvement and expansion.

The school’s academic year commences in April, aligning with the broader educational calendar in the region. The lack of a library and computers is a significant challenge for enhancing learning resources and opportunities for students. Addressing this would significantly contribute to enriching the educational experience.

Interestingly, while the school is categorized as “Others” regarding higher secondary education boards, its current focus remains firmly on primary education. This categorization suggests a potential for future expansion or affiliation with different boards for higher-level classes.

The school’s building, while functional, could benefit from upgrades to improve the overall learning environment. The absence of a boundary wall could pose security concerns, highlighting the need for infrastructural improvements.

The accessibility of the school via all-weather roads is a positive factor, ensuring students can attend regardless of weather conditions. The school’s location in a rural area underscores its vital role in providing essential education to children in underserved communities.

The lack of drinking water facilities is a critical issue that needs immediate attention. Provision of clean drinking water is fundamental to maintaining the students’ health and well-being during their school day. This should be a high priority for any future development plans.

The school’s management, currently categorized as “unrecognized,” could potentially benefit from formal recognition to access additional resources and support. Gaining formal recognition would enable the school to improve its facilities, hire more teachers, and secure funding for essential upgrades.

In summary, NO. 3 RAJAPUKHURI LPS serves a crucial role in the community, providing essential primary education. While facing challenges related to infrastructure and resources, the school’s dedicated teachers demonstrate their commitment to educating the next generation. Future investments and support could significantly enhance the school’s capabilities and create a more comprehensive and enriching learning environment for its students.