NO.875 UTTAR MALIGOAN LPS

NO.875 UTTAR MALIGOAN LPS was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in KOKRAJHAR 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 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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.875 Uttar Maligoan LPS: A Rural Primary School in Assam

NO.875 Uttar Maligoan LPS, a government-run primary school located in the rural Kokrajhar district of Assam, India, offers a glimpse into the educational landscape of a remote village. Established in 1969, this co-educational institution serves students from Class 1 to Class 5, with a noteworthy inclusion of a pre-primary section. The school’s management falls under the Department of Education, highlighting its role within the larger governmental framework.

The school’s infrastructure comprises a government building housing two classrooms, all in good condition. A dedicated room for the head teacher adds to the existing facilities. The school’s accessibility is ensured by its location along an all-weather road, facilitating convenient travel for students and staff. While lacking a boundary wall, the school boasts a playground, offering recreational space for students. A reliable source of drinking water is provided through hand pumps. Importantly, ramps are available for disabled children, ensuring inclusivity.

The school’s educational approach employs Bodo as the primary medium of instruction, catering to the local linguistic needs. Two male teachers are responsible for imparting knowledge, working diligently to maintain a positive learning environment. The school’s commitment to the well-being of students is further demonstrated by the provision of mid-day meals, prepared and served on the school premises.

Though the school is currently without functional electricity, its basic amenities are largely functional. The provision of separate boys’ and girls’ toilets (two and one, respectively) emphasizes the importance of sanitation and hygiene. However, the absence of a library and computer-aided learning facilities underscores the need for further infrastructure development. The lack of computers also limits the opportunities for integrating technology into the learning process.

Despite these limitations, the school plays a crucial role in providing primary education to the children of Uttar Maligoan. The dedicated head teacher, DWMWILU BASUMATARY, and his team strive to create a nurturing learning environment. The absence of female teachers warrants attention as the school aims to increase its teacher diversity and better cater to the needs of its students.

The school’s rural location presents both challenges and opportunities. While resources may be limited compared to urban schools, the close-knit community can play a vital role in supporting the school’s growth and development. Parents, community members, and local organizations can collaborate to bridge the gap in resources and infrastructure.

The lack of a boundary wall highlights the need for enhanced security measures. This aspect could be improved upon by engaging local authorities or seeking external funding for the construction of a boundary wall. Similarly, the lack of electricity presents a considerable challenge that needs immediate attention, as it could impede the school’s ability to fully integrate technology and create a conducive learning environment.

Future plans for the school might include securing funding for electricity upgrades, building a library, and incorporating computer-aided learning. These initiatives would greatly improve the educational experience for the students and allow the school to provide a more comprehensive education. Community involvement will be key in achieving these goals.

The school’s academic focus is solely on primary education (classes 1-5), with no higher secondary classes offered. The existing infrastructure and limited resources reflect this primary school designation. Future expansion plans, should they arise, would necessitate a thorough assessment of the school’s current capabilities and the needs of the local community.

In conclusion, NO.875 Uttar Maligoan LPS serves as a vital educational institution in a remote area. Despite its limitations, the school provides basic education to the children of the region. Continued support and investment in infrastructure and resources will be essential to enhancing its educational offerings and ensuring that the students receive a high-quality primary education.