ABDUL AZIZ CHOUDHURY VLPS

ABDUL AZIZ CHOUDHURY VLPS was established in 1978 and it is managed by the Unrecognised. It is located in Rural area. It is located in LALA block of HAILAKANDI 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. 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.

Abdul Aziz Choudhury VLPS: A Rural Primary School in Assam, India

Abdul Aziz Choudhury Village Primary School (VLPS), established in 1978, serves the rural community of Lala block in Hailakandi district, Assam, India. This unrecognised school offers primary education, encompassing classes 1 through 5, in Bengali. The school’s co-educational environment includes a pre-primary section, catering to a wide range of young learners.

The school’s infrastructure presents a clear picture of its resource limitations. Housed in a dilapidated building, the school features a single classroom dedicated to instruction. While this might seem insufficient, the existing classroom is reportedly in good condition, ensuring a functional learning space. Two additional rooms support non-teaching activities, and a separate room is allocated for the head teacher.

The school’s lack of essential amenities is noteworthy. The absence of a boundary wall leaves the school vulnerable. Furthermore, the school lacks electricity, a significant hurdle in providing a modern learning experience. Access to clean drinking water is also a concern, as the school currently has no reliable source. The absence of a playground and a library further limits the students’ holistic development opportunities. Finally, the school lacks computer-aided learning facilities.

Despite the infrastructure challenges, the school employs two teachers – one male and one female – dedicated to providing instruction. The head teacher, Abdul Odud Barbhuiya, leads the school’s operations. While the school does not provide midday meals, the commitment of its teachers is evident in its continued operation. The school operates on a standard academic calendar, starting its session in April.

The school’s location presents both challenges and opportunities. Its rural setting reflects the need for educational outreach in underserved areas. While the school is accessible via an all-weather road, the lack of basic amenities highlights the disparity in educational resources between urban and rural settings in India.

The school’s management status as “Unrecognised” indicates a lack of formal government affiliation, potentially affecting access to funding and resources. This status underscores the need for increased governmental support and investment in rural education infrastructure in Assam.

The absence of computers and computer-aided learning further underscores the need for technological integration in rural education. Investing in technology could dramatically improve the learning environment and equip students with essential 21st-century skills.

Efforts to improve the school’s infrastructure, including constructing a boundary wall, installing electricity, providing clean drinking water, establishing a library, and building a playground, are crucial steps in creating a more supportive and enriching learning environment for students.

Addressing the school’s infrastructure and resource deficits is essential to improving the quality of education offered and enhancing the learning experience for the students. Government initiatives aimed at supporting unrecognised schools are critical for bridging the educational gap between urban and rural communities in Assam.

The future of Abdul Aziz Choudhury VLPS hinges on sustained community support, government intervention, and a commitment to providing quality education to the children of this rural community. Continued advocacy for improvements will ensure that these students have the opportunity to receive a proper education, despite the current limitations.