NO.3 TEKJURI (V) LPS

NO.3 TEKJURI (V) LPS was established in 1983 and it is managed by the Unrecognised. It is located in Rural area. It is located in DHEMAJI block of DHEMAJI 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 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 Pucca But Broken 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 no playground. The school has a library and has 121 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 Applicable providing mid-day meal.

NO.3 TEKJURI (V) LPS: A Rural Primary School in Assam

NO.3 TEKJURI (V) LPS, a primary school located in the rural area of Dhemaji district, Assam, stands as a testament to the pursuit of education in a remote setting. Established in 1983, this unrecognized school plays a vital role in providing elementary education to the local community. The school’s infrastructure, while showing signs of age, reflects its commitment to learning.

The school building, privately owned, houses a single classroom, ensuring a relatively intimate learning environment for its students. Despite the humble size, the school boasts a library containing 121 books, a crucial resource for enriching the learning experience beyond the classroom. The school’s commitment to education is further underscored by its dedicated staff. Two teachers, one male and one female, provide instruction in Assamese, the primary language of instruction. This dedicated teaching staff ensures that students receive personalized attention and support.

The school’s academic focus is on providing primary education (grades 1 to 5), including a pre-primary section for younger learners. The curriculum follows the Others board, a testament to the school’s adaptability to the needs of the community. While lacking some modern amenities like electricity and computers, the school offers a core curriculum in a setting emphasizing personal interaction and a love of books.

The school’s location presents some challenges, notably the absence of electricity and a lack of drinking water facilities on the premises. The school building features a pucca but broken boundary wall, and there is no playground area for recreational activities. This highlights the need for community support and infrastructural improvements to ensure the well-being and comfort of the students.

Despite the lack of technological resources like computers or a computer-aided learning lab, the school’s teachers work diligently to provide a quality education. The school’s rural setting is conducive to learning within a close-knit community. The school’s location and its commitment to learning emphasize the importance of primary education, even under less-than-ideal conditions.

The absence of ramps for disabled access indicates a potential area for future improvement to ensure inclusivity for all students. The school’s management, currently designated as unrecognized, suggests the need for further support and recognition from relevant educational authorities. Such recognition would unlock opportunities for upgrading facilities and expanding resources.

The school’s dedication is further highlighted by the inclusion of a pre-primary section, acknowledging the importance of early childhood education in a child’s development. This initiative demonstrates a proactive approach to nurturing young minds and fostering a lifelong love of learning. The school’s commitment to providing a basic education within its resource constraints emphasizes the dedication of its staff.

The school’s history, spanning nearly four decades, speaks volumes about its resilience and its enduring commitment to providing primary education to the community. NO.3 TEKJURI (V) LPS, though facing challenges, remains a cornerstone of education within its community, emphasizing the importance of learning despite resource constraints. The school serves as a testament to the human spirit’s ability to overcome challenges to provide access to education.

Further investment in the school’s infrastructure, especially in providing access to clean drinking water and electricity, would greatly enhance the learning environment and improve the overall well-being of the students. Improved facilities would not only enhance the educational experience but also improve the health and safety of the students.

The success of NO.3 TEKJURI (V) LPS relies on continued support from the community and relevant educational authorities. Addressing the infrastructure needs and officially recognizing the school’s role in the community are crucial steps in ensuring its continued success and ability to provide a quality education to the children of the area. The school stands as a symbol of hope and perseverance, showcasing the power of education even in the face of adversity.