NO.868 DAKSHIN GHOSKATA LPS

NO.868 DAKSHIN GHOSKATA LPS was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in DOTMA 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 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.868 Dakshin Ghoskata LPS: A Rural Primary School in Assam

NO.868 Dakshin Ghoskata LPS, a government-run primary school in Assam, India, serves the educational needs of children in the rural community. Established in 1969, this co-educational institution, managed by the Department of Education, provides primary education from classes 1 to 5, with an additional pre-primary section.

The school’s infrastructure includes a government building with two classrooms, all in good condition, and additional rooms for non-teaching purposes and a dedicated space for the head teacher. The school provides a mid-day meal program, preparing meals on-site for its students. However, the school lacks some essential amenities. There is no boundary wall, and it currently does not have electricity access.

The school’s teaching staff comprises three male teachers and utilizes Bodo as the primary medium of instruction. The head teacher, Debaraj Mwshahary, leads a team dedicated to providing quality education to the students. The school is accessible via an all-weather road, ensuring continuous access for students and staff. The academic year begins in April, adhering to the standard academic calendar.

While the school possesses one boys’ toilet and one girls’ toilet, both functional, it lacks a library, playground, and computers for educational purposes. The drinking water source is hand pumps, and ramps for disabled access are not currently available. Computer-aided learning is not implemented at the school.

The school’s location in a rural area presents both challenges and opportunities. The dedication of the teachers is commendable, particularly given the resource constraints. The absence of a boundary wall may pose safety concerns, while the lack of electricity limits technological integration. The absence of a library and playground potentially hinders extracurricular activities and broader educational enrichment.

Addressing the need for a boundary wall and electricity access would significantly enhance the school’s safety and learning environment. Introducing computer-aided learning and establishing a library with age-appropriate books would further enrich the educational experience, empowering students with essential skills and knowledge.

Future development plans could focus on securing funding for improved infrastructure, including the construction of a boundary wall, the installation of electricity, and the creation of a library and playground. Donations of computers and educational resources would be invaluable in modernizing the school’s learning environment.

The lack of female teachers presents an area for potential improvement. Recruiting and retaining qualified female teachers would enhance the learning experience and create a more balanced learning environment.

Community involvement is critical to the school’s ongoing success. Parent-teacher associations and community partnerships can play a crucial role in fundraising and resource mobilization. Local businesses and organizations could also contribute to the school’s improvement projects.

NO.868 Dakshin Ghoskata LPS, despite its limitations, plays a vital role in educating children in a rural community. Addressing the infrastructural gaps and resource limitations will significantly improve the quality of education provided. The school’s continued success depends on the sustained efforts of the teachers, the community, and supportive organizations. Continued support and investment are needed to unlock the full potential of this vital educational institution.