ALLAMA TAYABUR RAHMAN PSM EAST LAKSHIRBOND

ALLAMA TAYABUR RAHMAN PSM EAST LAKSHIRBOND was established in 1998 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 6 to 8. 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 1 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.

Allaama Tayabur Rahman PSM East Lakshirbond: A Rural Upper Primary School in Assam

Allaama Tayabur Rahman PSM East Lakshirbond is an upper primary school located in the rural area of Hailakandi district, Assam, India. Established in 1998, this co-educational institution caters to students from classes 6 to 8, offering instruction primarily in Bengali. The school’s infrastructure presents challenges, with a dilapidated building and the absence of essential amenities.

Despite its limitations, the school strives to provide quality education. It boasts a dedicated team of nine teachers, including six male and three female educators, led by Head Teacher Zakir Hussain Choudhury. The school’s management is currently unrecognized. The lack of a pre-primary section means the school focuses solely on upper primary education.

The school’s physical condition requires attention. While it possesses a single classroom, it lacks a boundary wall, electricity, a library, a playground, and access to drinking water. The absence of computers and a computer-aided learning lab highlights the need for technological advancements.

The school’s sanitation facilities are rudimentary, comprising only one functional boys’ toilet. The lack of a girls’ toilet further underscores the need for improvements to the school’s infrastructure. The school’s dilapidated building is a significant concern, impacting the overall learning environment.

Importantly, the school does not offer a mid-day meal program, potentially affecting the nutritional well-being of students. The absence of ramps highlights a lack of accessibility for children with disabilities. These limitations pose significant challenges to both student learning and overall school functioning.

The geographical location of the school, its rural setting in the Hailakandi block, poses both advantages and disadvantages. While it serves a vital role in educating the local community, accessibility and resource limitations remain significant obstacles.

The school’s reliance on Bengali as the sole medium of instruction reflects the local linguistic context. However, expanding its language offerings could enhance students’ opportunities. The absence of a computer lab and computers in general severely limits the school’s capacity to engage students in modern, technology-driven learning methods.

The lack of a library and books further restricts educational resources and limits students’ access to broader knowledge and materials. This necessitates urgent action to improve the school’s resource provisions.

The school’s management status as “unrecognized” implies a need for official recognition to secure better funding and support. This recognition would greatly benefit the school’s capacity to improve its infrastructure, resources, and overall educational quality.

Securing better infrastructure, including improved sanitation facilities, electricity, and a safe drinking water source, is paramount for the students’ safety and well-being. The school’s long-term sustainability hinges on addressing these critical infrastructural needs and gaining the necessary recognition and support.