SOKHORSING RONGPHAR MEM. KARBI

SOKHORSING RONGPHAR MEM. KARBI was established in 2008 and it is managed by the Unrecognised. It is located in Rural area. It is located in BOKAJAN block of KARBI ANGLONG 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. N/A 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 Hedges 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 0 boys toilet and it is functional. and 0 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.

Sokhorsing Rongphar Mem. Karbi: A Rural Primary School in Assam

Sokhorsing Rongphar Mem. Karbi, a primary school located in the rural BOKAJAN block of KARBI ANGLONG district in Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 2008, this unrecognised school plays a vital role in providing education to children in the area, despite its limited resources.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it comprises a single classroom, adequate for its current student population. A notable feature is the presence of a playground, offering children a space for recreation and physical activity. The school’s boundary is defined by hedges, providing a natural enclosure. The primary source of drinking water is a well, ensuring access to this essential resource. The school also benefits from having its midday meals provided and prepared on-site.

The school caters to students from Class 1 to Class 5, following a state board curriculum. It’s noteworthy that the school also operates a pre-primary section, extending its reach to even younger learners. A single female teacher shoulders the responsibility of instructing the children, demonstrating dedication and commitment in a challenging environment. The school’s management is classified as “Unrecognised,” indicating a need for further support and recognition from relevant educational authorities.

Despite the absence of computers and a computer-aided learning lab, the school provides a basic education. The lack of electricity poses a challenge, but the school perseveres in its mission of providing education. The absence of a library and books, while limiting, doesn’t detract from the essential role the school fulfills within the community. Similarly, the absence of ramps highlights a need for accessibility improvements.

The school’s head teacher, Santika Beypi, leads the institution with a single head teacher overseeing the educational endeavors. The school functions as a co-educational institution, welcoming both boys and girls equally. The instruction medium is currently not specified, indicating a potential area for improvement and standardization.

The school’s rural location presents both challenges and opportunities. While access to resources might be limited, the school is accessible via an all-weather road, ensuring consistent attendance by both students and staff. The school’s academic year commences in April, aligning with the typical academic calendar in the region.

The school’s status as “Unrecognised” presents a critical issue. This lack of official recognition might limit access to vital resources, including funding, teacher training, and curriculum development. Securing recognition would significantly improve the school’s ability to provide a higher quality education to its students.

In conclusion, Sokhorsing Rongphar Mem. Karbi is a small, rural primary school that provides essential educational services to its community despite its limited resources and lack of formal recognition. The dedication of its single teacher and the presence of a playground are positive aspects. However, securing recognition and addressing the need for improved infrastructure, resources, and electricity would greatly enhance the educational opportunities offered to these children.