NO.1899 SOUTH MAURIAGAON LPS

NO.1899 SOUTH MAURIAGAON LPS was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in KOKRAJHAR block of KOKRAJHAR 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 Government 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 Barbed Wire Fencing 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 a library and has 90 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.1899 South Mauriagaon LPS: A Rural Primary School in Assam

NO.1899 South Mauriagaon Lower Primary School (LPS) stands as a vital educational institution serving the rural community of Kokrajhar district in Assam, India. Established in 1963 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a foundational primary education. The school’s commitment to learning is evident in its dedicated staff and available resources.

The school’s infrastructure includes a government-provided building housing a single classroom, ensuring a focused learning environment for its students. The school’s commitment to hygiene is reflected in the availability of one boys’ and one girls’ toilet, providing essential sanitation facilities for students. The school also boasts a library stocked with 90 books, fostering a love of reading among its pupils. Importantly, ramps for disabled children are available, ensuring inclusivity for all. A functional well serves as the school’s reliable source of drinking water.

The teaching staff comprises two male teachers, dedicated to delivering quality education to their students. Assamese serves as the primary medium of instruction, ensuring students receive education in their native language. The school also operates a pre-primary section, providing early childhood education to prepare young learners for their formal schooling. The provision of midday meals on the premises highlights the school’s holistic approach to student well-being, ensuring students are nourished and ready to learn.

The school’s location in a rural area presents both challenges and opportunities. While access to resources might be limited compared to urban schools, the school’s dedicated teachers strive to create a conducive learning atmosphere. The school’s boundary is secured by barbed wire fencing, while the absence of electricity emphasizes the need for continued infrastructural development. The lack of a playground may limit recreational activities, underscoring the importance of future improvements.

The school’s management by the Department of Education reflects a commitment to providing basic education to all children, regardless of socioeconomic background. The school’s head teacher, Ray Charan Chaudhury, along with his team, plays a crucial role in ensuring the smooth functioning of the school and providing effective leadership.

The absence of computer-aided learning and computers in the school highlights the need for technological advancements to enhance the learning experience. This presents an opportunity for future development and improvement in the quality of education. Although there is a library, acquiring more books and other learning resources would enrich the learning environment.

The school’s rural setting also necessitates the improvement of the school’s facilities. Upgrades such as electricity provision would greatly enhance the educational experience and enable the use of educational technology. The addition of a playground would provide a much-needed space for recreational activities and physical development.

In summary, NO.1899 South Mauriagaon LPS plays a crucial role in providing primary education to a rural community in Assam. While facing infrastructural challenges, the school’s committed teachers and basic facilities provide a foundation for learning and development. Further investment and development in technology, facilities, and resources would significantly enhance the school’s ability to provide quality education to its students.

The school’s commitment to providing quality education, despite limitations, is commendable. The school’s dedicated staff, combined with the availability of essential facilities such as toilets, a library, and drinking water, creates a solid foundation for learning.

Looking to the future, addressing the infrastructural gaps, such as providing electricity and improving recreational facilities, would create an even more robust and supportive learning environment for the students of NO.1899 South Mauriagaon LPS. This would contribute greatly to the educational well-being and overall development of the students in this rural community.