NO.3 OLD GHOGRA LPS

NO.3 OLD GHOGRA LPS was established in 1985 and it is managed by the Department of Education. It is located in Rural area. It is located in BALIPARA block of SONITPUR 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 5 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 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 a playground. The school has a 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.3 Old Ghogra LPS: A Rural Primary School in Assam, India

NO.3 Old Ghogra LPS, a government-run primary school, stands as a pillar of education in the rural landscape of Balipara block, Sonitpur district, Assam. Established in 1985 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation in learning.

The school’s infrastructure comprises five well-maintained classrooms, providing ample space for instruction. Beyond the academic spaces, the school boasts a playground, encouraging physical activity and healthy development among its students. A library, though currently lacking books, signifies a commitment to fostering a love of reading. The provision of a well as a drinking water source ensures access to clean water, vital for the students’ health and well-being. The presence of separate boys’ and girls’ toilets underscores the school’s dedication to providing a safe and hygienic environment. Importantly, ramps for disabled children ensure inclusivity within the school community.

The school’s teaching staff consists of four dedicated educators: three male teachers and one female teacher. The head teacher, Satyajit Bawri, leads the team with a strong commitment to education. The medium of instruction is Assamese, ensuring that students receive education in their mother tongue. Meals are provided and prepared within the school premises, addressing a fundamental need of the students. The school’s rural location, accessible via all-weather roads, signifies a commitment to accessibility for children from all corners of the community.

The school operates from a government-built facility. While lacking a boundary wall and electricity, the school compensates with a functioning well for drinking water and a dedicated playground. It provides a complete primary education (Classes 1-5), with a pre-primary section also available. The school’s academic board is classified as “Others” for both Class 10 and Class 10+2 levels, indicating a potential unique approach to curriculum.

The school’s operational details indicate a commitment to providing a holistic educational experience. The commencement of the academic year in April aligns with the regional calendar. The school’s co-educational structure promotes gender equality and fosters an inclusive environment.

Despite lacking computers and computer-aided learning facilities, the school’s dedication to providing a basic, quality education stands as a testament to its importance in the community. The school’s commitment to education is evident in its infrastructure, its dedicated staff, and its provision of essential facilities for the students’ well-being.

The absence of a boundary wall, electricity, and library books points to areas needing community support and infrastructure improvements to enhance the learning environment and overall safety of the school. Further, exploring the “Others” board classification for higher secondary education would provide valuable insight into the school’s unique curriculum structure and educational goals.

The NO.3 Old Ghogra LPS plays a pivotal role in providing primary education to the rural community it serves. Its contributions highlight the importance of local schools in shaping the future of the region. Ongoing support and investments can help the school overcome its current challenges and become an even more robust educational institution.

The school’s success relies on the combined efforts of its teachers, students, parents, and the wider community. Continued support and engagement are essential to ensure that the school can continue to provide high-quality education to the children of this rural community.

In conclusion, NO.3 Old Ghogra LPS serves as a significant institution within its community, despite its resource limitations. It provides essential primary education, demonstrating a strong commitment to its students’ future.