NO.721 SAMAIJHORA LPS

NO.721 SAMAIJHORA LPS was established in 1942 and it is managed by the Department of Education. 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 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 a playground. The school has a library and has 42 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.721 Samaijhora LPS: A Rural Primary School in Assam, India

NO.721 Samaijhora LPS, a government-run primary school in Assam, India, stands as a testament to the enduring commitment to education in rural communities. Established in 1942, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s dedication is evident in its provision of a mid-day meal, ensuring that students receive proper nourishment alongside their education.

Located in the rural GOSSAIGAON block of KOKRAJHAR district, the school’s accessibility is enhanced by its all-weather road approach. The school’s infrastructure comprises a government building with two classrooms, all maintained in good condition. While lacking electricity and a boundary wall, the school compensates with a functional library containing 42 books and a dedicated playground. Importantly, ramps are in place to ensure accessibility for disabled children.

The school’s curriculum is conducted in Bodo, reflecting the local linguistic context. The teaching staff includes one male and one female teacher, effectively serving the student population. The presence of a pre-primary section underscores the school’s commitment to early childhood development. The school’s management falls under the Department of Education, aligning with the government’s educational initiatives.

The school’s resources include separate rooms for non-teaching activities and the head teacher, indicating a structured approach to daily operations. The availability of hand pumps ensures a reliable source of drinking water. Separate functional boys’ and girls’ toilets further enhance the hygiene and safety of the school environment. The school’s commitment to a safe and inclusive learning environment is further demonstrated by the presence of a playground and a library.

The school’s rural location underscores the importance of its role in providing educational opportunities in often underserved communities. The school acts as a vital community hub, providing not only education but also a space for social interaction and personal growth. The school’s facilities, while modest, demonstrate a dedication to providing a functional and safe learning environment.

The presence of a head teacher, RIPENDRA BASUMATARY, signifies the leadership and dedication crucial to a school’s success. The head teacher’s guidance and management ensure the smooth functioning of daily operations and the maintenance of the school’s facilities. This leadership is instrumental in sustaining the educational goals of the institution.

The school’s commitment to providing quality education, despite limited resources, highlights the vital role of rural schools in shaping the future of their communities. The availability of a library, playground, and basic sanitary facilities underscores the school’s focus on creating a holistic learning experience.

The school’s location and infrastructure illustrate the unique challenges and opportunities faced by rural educational institutions. While lacking certain modern amenities, the school creatively leverages available resources to provide effective instruction and support to its students.

The school’s history, dating back to 1942, reflects the long-standing commitment to education in the region. Its continued operation underscores the significance of the school’s role in providing educational access and fostering community development. The school’s perseverance serves as an inspiration to other educational institutions.

In conclusion, NO.721 Samaijhora LPS demonstrates the resilience and commitment of rural schools in offering foundational education. The school’s dedication to its students, despite resource constraints, highlights the importance of supporting and investing in rural education to promote growth and opportunity. The school’s enduring presence showcases the positive impact of consistent educational initiatives.