2 NO. URAWPARA VLPS

2 NO. URAWPARA VLPS was established in 1983 and it is managed by the Unrecognised. 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. 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 No Boundary Wall 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 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.

2 No. Urawpara VLPS: A Detailed Profile of an Assam Primary School

2 No. Urawpara VLPS, a primary school located in the rural Kokrajhar district of Assam, India, offers a glimpse into the educational landscape of a remote area. Established in 1983, this unrecognised school provides education to students from Class 1 to Class 5, playing a crucial role in the community’s development.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it comprises a single classroom, ensuring a focused learning environment for its students. The school’s co-educational nature reflects its commitment to providing equal opportunities for both boys and girls. A noteworthy feature is the inclusion of a pre-primary section, catering to the youngest learners in the area.

Instruction at 2 No. Urawpara VLPS is delivered primarily in Assamese, reflecting the local linguistic context. The school is led by a single head teacher, Abdul Maleque, supported by one male teacher, demonstrating a dedicated teaching staff committed to educating the children in their care. The provision of mid-day meals, prepared on the school premises, ensures that students receive proper nourishment, a crucial component for effective learning.

Despite its limitations, the school’s commitment to education shines through. The lack of additional facilities such as a library, playground, computer lab, and boundary wall, highlights the challenges faced by schools in rural areas. The absence of electricity also presents a significant hurdle to incorporating modern teaching methods. The unavailability of drinking water sources within the school premises underscores the need for improved infrastructure to support the students’ well-being.

The school’s rural location and reliance on a single classroom highlight the need for increased resource allocation to rural schools. Investing in infrastructure improvements, including the provision of electricity, a library, and a playground, would greatly enhance the learning environment and promote holistic child development.

Furthermore, the lack of female teachers represents an opportunity to promote gender balance within the teaching staff. This would not only enrich the learning experience but also serve as a role model for the young female students. The school’s management status as “Unrecognised” also calls for attention, as formal recognition could unlock access to further funding and resources.

The school’s commitment to providing education in a challenging environment deserves commendation. The dedicated teachers and the provision of mid-day meals demonstrate a clear commitment to the children’s well-being. The school’s location and its basic infrastructure reflect the educational disparities in rural areas.

Improving the school’s infrastructure and increasing the teacher capacity are essential steps towards enhancing the quality of education offered. This includes providing access to electricity, computers, and a well-stocked library to facilitate a more modern and engaging learning experience.

Addressing the lack of a boundary wall is crucial for the safety and security of the students and staff. The provision of adequate sanitation facilities, including toilets, is equally important for the well-being of the children.

Ultimately, 2 No. Urawpara VLPS serves as a testament to the resilience of the community and the dedication of its teachers in providing basic education despite facing considerable resource constraints. Continued support and investment in this school are crucial for ensuring a brighter future for its students and for bridging the educational gap in rural Assam.