NO.3 KISAMKURI LP (E)

NO.3 KISAMKURI LP (E) was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in LAHARIGHAT block of MORIGAON 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 Hand Pumps 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 28 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.3 Kisamkuri LP (E): A Comprehensive Profile of a Rural Assam Primary School

NO.3 Kisamkuri LP (E), a government-run primary school in the rural heart of Assam, India, stands as a testament to the dedication to education in underserved communities. Established in 2005 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education to the children of the Lahari Ghat block in Morigaon district.

The school’s infrastructure, while modest, serves its purpose. Housed in a government building, it comprises two well-maintained classrooms dedicated to instruction. The school also features a separate room for administrative purposes, ensuring a functional learning environment. The school’s library, a vital resource for young learners, boasts a collection of 28 books, fostering a love of reading. While lacking a playground and boundary wall, the presence of functional boys’ and girls’ toilets underscores a commitment to basic necessities. Hand pumps provide a reliable source of drinking water, ensuring the students’ well-being. Furthermore, the school’s accessibility is ensured by its location on an all-weather road.

The school’s academic focus is on providing a strong foundation in Assamese, the medium of instruction. The dedicated team of two male teachers works diligently to impart knowledge and shape young minds. The provision of mid-day meals, prepared on-site, addresses a critical need, ensuring that students receive adequate nutrition to support their learning. The school’s commitment to inclusive education is demonstrated by the provision of ramps for disabled children, facilitating equal access to education for all.

The school’s operational details reveal a dedication to basic educational principles. The school year commences in April, aligning with the regional academic calendar. The absence of computer-aided learning and computers, while a limitation, highlights the ongoing need for resource development in rural educational settings. Despite these limitations, the school’s core mission of providing a quality primary education is evident in its determined approach.

The lack of a pre-primary section reflects the specific needs and resources of the community served. Similarly, the absence of female teachers highlights areas requiring further support to enhance inclusivity and diversity within the teaching staff. The school’s rural location emphasizes the crucial role it plays in bringing educational opportunities to often-isolated communities.

NO.3 Kisamkuri LP (E) represents a microcosm of the challenges and triumphs within India’s rural education system. While resources may be limited, the commitment of the teachers and the provision of basic necessities demonstrate a strong foundation for future development. The school’s operational data serves as a valuable resource for policymakers and educators seeking to understand and address the specific needs of rural schools.

The school’s information provides critical insights into the current state of primary education in a specific rural area. Analyzing data like the number of classrooms, teachers, and available resources can inform strategic planning for improvements and resource allocation. The lack of certain amenities highlights the need for further investment in infrastructure and educational resources to improve the quality of education.

Furthermore, the information on the school’s management, academic content, and facilities offer a detailed picture of its capabilities and limitations. This comprehensive profile facilitates effective monitoring and evaluation efforts, contributing to better decision-making in the education sector. The collected data allows for the development of targeted interventions aimed at improving teaching methodologies, expanding access to resources, and enhancing the overall learning environment.

The provision of mid-day meals underscores the importance of addressing students’ nutritional needs to improve their overall performance and well-being. The availability of a functional library, however small, is a valuable asset in fostering a love of reading and learning. The school’s dedication to inclusivity through the provision of ramps for disabled children highlights a commitment to providing equitable educational opportunities for all students.

The data on the school’s management and administrative structure offers insights into the decision-making processes and the allocation of resources. This information is crucial for effective oversight and the implementation of reforms aimed at improving efficiency and accountability. Understanding the school’s operational details can also inform the development of tailored training programs and professional development opportunities for teachers.

In conclusion, NO.3 Kisamkuri LP (E) serves as a case study of a rural primary school in Assam, revealing both its strengths and areas for improvement. The comprehensive data presented provides valuable insights for policymakers, educators, and community stakeholders striving to enhance the quality and accessibility of education in rural communities across India.