NO.2 SUKAN BAONAI VLPS

NO.2 SUKAN BAONAI VLPS was established in 1990 and it is managed by the Unrecognised. It is located in Rural area. It is located in GOSSAIGAON 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. Bodo 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

NO.2 SUKAN BAONAI VLPS: A Rural Primary School in Assam

NO.2 SUKAN BAONAI VLPS, a primary school nestled in the rural landscape of Kokrajhar district, Assam, stands as a testament to the commitment to education in even the most remote areas. Established in 1990, this co-educational institution plays a vital role in providing primary education to the community. Operating from a private building, the school offers a crucial educational foundation for children in the area.

The school’s infrastructure, while modest, caters to its primary function. It comprises a single classroom, ensuring an intimate learning environment. While lacking a boundary wall, the presence of electricity ensures a conducive learning atmosphere, even as the absence of a library, playground, and computer-aided learning facilities highlights areas for potential future development.

The school’s academic focus lies firmly on providing primary education, encompassing classes from 1 to 5. The instruction medium is Bodo, reflecting the local linguistic landscape. The dedicated teaching staff comprises one male and one female teacher, ensuring individualized attention to the students. Importantly, the school offers a pre-primary section, broadening its reach to younger children.

The school’s management is categorized as “Unrecognised,” which may pose challenges in terms of resource allocation and long-term stability. However, the school’s commitment to providing meals prepared on-site demonstrates a dedication to the holistic well-being of its students. This commitment to nourishment underlines the school’s crucial role in the community.

The head teacher, Namita Basumatary, leads the school with a clear vision. Her leadership, coupled with the efforts of the teachers, ensures that the educational needs of the students are met, regardless of limitations in infrastructure. The absence of computers and a computer lab, while noteworthy, doesn’t diminish the value of the education provided.

The school’s location in a rural setting presents unique challenges, but also highlights its vital role in providing access to education in underserved communities. The lack of a playground and library, however, indicates opportunities for improvement and expansion.

The school’s accessibility is a vital aspect to consider. While information about road access is positive, further details on transportation options for students could provide a more comprehensive picture.

The absence of ramps for disabled children emphasizes the need for future accessibility improvements to ensure inclusivity for all students.

The school’s operational details, such as the April start of the academic session, are significant aspects to note. These details contribute to understanding the school’s functioning within the local context.

Finally, the school’s commitment to education, demonstrated by the provision of meals and the dedication of its teachers, is commendable. As the school continues its operations, addressing the identified areas for improvement—such as infrastructure upgrades and resource acquisition—would undoubtedly enhance the quality of education provided to the students of NO.2 SUKAN BAONAI VLPS.