BASIR AHMED VLPS

BASIR AHMED VLPS was established in 1978 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 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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.

BASIR AHMED VLPS: A Rural Primary School in Assam

BASIR AHMED VLPS, a primary school located in the rural heartland of Hailakandi district, Assam, stands as a testament to the enduring need for education in remote areas. Established in 1978, this unrecognised school plays a vital role in providing primary education to children in the Hailakandi block. Despite its challenges, it serves as a beacon of learning for the community.

The school’s infrastructure presents a mixed picture. While the building is described as dilapidated, it still manages to house a single classroom, fulfilling its core function of providing a space for learning. The absence of amenities like electricity and a computer lab highlights the limitations faced by this institution. The lack of a playground and library further emphasizes the need for improved resources. The school’s pucca but broken boundary wall offers a degree of protection, while the well serves as the source of drinking water.

Teaching at BASIR AHMED VLPS is conducted in Bengali, catering to the local linguistic needs. Two male teachers dedicate their efforts to educating the students from Class 1 to Class 5. The absence of female teachers and any pre-primary section points to potential areas for future expansion and improvement. The school’s co-educational nature ensures equal access to education for both boys and girls.

The school’s management structure is classified as “Unrecognised,” highlighting the need for greater governmental support and potential integration into the formal education system. This could unlock access to more resources and improve the quality of education offered. The school’s head teacher, Jaharul Islam Laskar, plays a pivotal role in leading the institution and providing guidance.

The school’s location in a rural area presents unique challenges, but also underscores its significance in reaching children in underserved communities. The accessibility of the school via an all-weather road is a positive aspect, ensuring that students can attend consistently, irrespective of weather conditions.

The curriculum follows a primary school structure (Classes 1-5), focusing on imparting fundamental knowledge and skills. The absence of a mid-day meal program suggests a need for supplementary initiatives that would help support the students’ nutritional needs.

Despite facing resource limitations, BASIR AHMED VLPS serves a crucial purpose in providing primary education to children in a rural area. The school’s dedicated teachers, while few in number, demonstrate a commitment to educating the next generation, showcasing the resilience of educational efforts even in challenging circumstances.

The lack of computers and computer-aided learning facilities underscores the digital divide in rural education. This could be addressed through initiatives to provide access to technology, potentially bridging the gap and enhancing the learning experience. The absence of a library further limits access to supplementary reading materials and hinders opportunities for enhanced learning beyond the classroom.

Improving the school’s infrastructure would greatly benefit the students and teachers. Repairing the dilapidated building, providing electricity, and constructing a playground and library would greatly enhance the learning environment. Securing official recognition would also unlock access to additional resources and improve the long-term sustainability of the school.

The community’s involvement in supporting the school’s development is paramount. Local partnerships and collaborative efforts can help secure the necessary resources and improve the overall quality of education at BASIR AHMED VLPS. Investing in this rural school is an investment in the future of the community and the nation.