A.K BARBHUIYA VLPS

A.K BARBHUIYA VLPS was established in 1979 and it is managed by the Unrecognised. It is located in Rural area. It is located in KATLICHERRA block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Bengali 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 Dilapidated 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 Not Provided providing mid-day meal.

A.K BARBHUIYA VLPS: A Profile of a Rural Primary School in Assam

A.K BARBHUIYA VLPS, a primary school located in the rural KATLICHERRA block of HAILAKANDI district, Assam, stands as a testament to the ongoing need for educational infrastructure development in India’s less-served communities. Established in 1979, this unrecognised school serves students from Class 1 to Class 5, providing a crucial foundation for their education.

The school operates within a dilapidated building, yet manages to offer one classroom for instruction. Instruction is provided in Bengali, reflecting the local linguistic landscape. Despite its challenges, A.K BARBHUIYA VLPS boasts a dedicated team of two male teachers, who play a critical role in shaping the young minds of their students. The absence of female teachers highlights a key area where support and resources could significantly enhance the school’s capacity and inclusivity.

While lacking many modern amenities, the school’s commitment to education is clear. The school is co-educational, serving both boys and girls, albeit within limitations posed by infrastructure and resources. Notably, the school doesn’t offer a pre-primary section, meaning that early childhood education opportunities may be limited for children in this area. The absence of a boundary wall, electricity, library, playground, computers, and computer-aided learning presents significant challenges to providing a comprehensive learning experience for the students.

The lack of a library and learning resources emphasizes the need for external support to supplement the teachers’ efforts and stimulate a love of reading. Similarly, the lack of a playground limits recreational opportunities and physical activity for the children, which are vital for their overall development.

The absence of drinking water facilities within the school premises is a serious concern. The “None” status reported for this facility raises concerns about students’ access to clean and safe hydration during school hours, and this is a critical issue that needs urgent attention.

A.K BARBHUIYA VLPS’s infrastructure shortcomings highlight the disparities in educational resources across different regions. The dilapidated building, the absence of basic amenities, and the lack of crucial resources underscore the need for investment in rural education.

Addressing the school’s infrastructure deficits is paramount to improving the quality of education. Providing a safe, functional building, equipped with basic facilities such as electricity, a library, playground, and clean water, would significantly enhance the learning environment.

The lack of a computer-aided learning lab signifies a missed opportunity for integrating technology into the curriculum. Providing access to computers and related resources could bridge the digital divide and empower students with essential technological skills for the future.

The leadership of MUJJIN HUSSAIN CHOUDHURY as the head teacher demonstrates commitment despite resource constraints. This dedicated individual is pivotal in shaping the school’s future and deserves recognition and support.

The information provided highlights the need for targeted interventions to improve A.K BARBHUIYA VLPS’s infrastructure, resources, and teaching capabilities. Investing in this school would not only benefit the students directly but also contribute to the broader development of the community by promoting education and fostering opportunities. Supporting such institutions is crucial for creating a more equitable and prosperous future for all.