ABDUL HAQUE BARBHUIYA VLPS

ABDUL HAQUE BARBHUIYA VLPS was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI 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 Haque Barbhuiya VLPS: A Comprehensive Overview of a Rural Primary School in Assam, India

Abdul Haque Barbhuiya VLPS, a primary school nestled in the rural landscape of Hailakandi district, Assam, offers a glimpse into the educational realities of a less-resourced community. Established in 2003, this unrecognised school stands as a testament to the community’s dedication to education, despite facing numerous infrastructural challenges.

The school’s physical condition presents a significant hurdle. Housed in a dilapidated building, the school comprises only one classroom, limiting its capacity and potentially impacting the learning environment. The lack of a boundary wall raises safety concerns, while the absence of electricity further hinders educational opportunities. The school’s location, while rural, ensures accessibility via an all-weather road.

Academically, the school caters to students from classes 1 to 5, offering instruction solely in Bengali. The curriculum is designed for primary education, with no higher secondary classes available. The school functions as a co-educational institution, with a noteworthy inclusion of a pre-primary section, catering to the youngest learners in the community.

Despite the limited resources, the school employs a dedicated teaching staff. Two teachers, one male and one female, strive to impart knowledge to the students. The presence of a Head Teacher, A.N Ahmed Moshin Barbhuiya, indicates a structured leadership within the school.

The school’s facilities are notably lacking. The absence of a library, playground, computers, and computer-aided learning significantly impacts the educational experience, highlighting a pressing need for infrastructural improvements. The lack of drinking water facilities poses a considerable health concern for both students and staff.

The absence of toilets further underscores the urgent need for improved sanitation. This deficiency highlights the critical need for funding and support to create a safer and healthier learning environment. The school’s current infrastructure presents a stark contrast to the ideal conditions necessary for optimal learning.

The absence of mid-day meals also impacts student well-being. The school’s unrecognised status poses further challenges in accessing government support and resources necessary for improvements. This situation emphasizes the need for official recognition to unlock potential funding and aid for vital upgrades.

The school’s management currently faces a formidable challenge. The unrecognised status severely limits access to vital resources and prevents the school from receiving the necessary financial and logistical support for significant improvements. Without this recognition, the school’s future remains uncertain.

Efforts to upgrade Abdul Haque Barbhuiya VLPS require collaborative action. Support from governmental agencies, non-governmental organisations (NGOs), and local communities are crucial to address the infrastructural deficiencies and improve the overall learning environment.

Ultimately, the success of Abdul Haque Barbhuiya VLPS rests on the collective efforts of stakeholders, striving towards a future where quality education is accessible to all children in the Hailakandi district. Addressing the urgent need for infrastructure improvements, providing essential resources, and securing official recognition are pivotal steps towards achieving this goal.