BAUNDARY VLPS

BAUNDARY VLPS was established in 1978 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 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.

BAUNDARY VLPS: A Rural Primary School in Assam, India

BAUNDARY VLPS, a primary school located in the rural KATLICHERRA block of HAILAKANDI district, Assam, India, serves a vital role in the community despite facing infrastructural challenges. Established in 1978, this unrecognised school provides education to students from Class 1 to Class 5. The school’s operational details offer insight into its current state and the needs of its students.

The school building itself is described as dilapidated, a stark contrast to the ideal learning environment. Despite this, the school boasts one classroom, functional despite its overall condition. Instruction is conducted in Bengali, reflecting the local language. The school operates as a co-educational institution, catering to both boys and girls, but lacks a pre-primary section.

Staffing at BAUNDARY VLPS consists of a dedicated team of two female teachers and one head teacher, Maklishore Rahman Barbhuiya, who provides leadership and guidance. The school’s management, being unrecognised, may hinder access to resources and support, highlighting the need for institutional recognition.

The school’s location in a rural area presents unique challenges. The absence of electricity and computer-aided learning facilities underscores the need for improved infrastructure to enhance the quality of education. The school’s water source is a well, ensuring access to potable water. The lack of a playground and library, along with the absence of computers, further limits the students’ learning opportunities and extracurricular activities.

The school’s boundary wall, while made of pucca material, is described as broken, indicating a need for repairs to ensure security and safety. The absence of ramps for disabled children highlights the need for inclusivity and accessibility improvements. The absence of toilets also points to a pressing need for sanitation facilities.

The school’s commitment to providing quality education is evident, but it operates under significant resource constraints. The lack of mid-day meals, a common support for students in many Indian schools, adds to the challenges faced by both students and teachers.

The absence of modern facilities, such as computers and a library, is a substantial barrier to providing a comprehensive education. Initiatives focusing on infrastructure improvement, including providing electricity, building a library, and constructing a playground, would create a significantly more positive and enriching learning environment.

Investing in technology and educational resources could help bridge the gap and equip students with the necessary skills for the future. Providing mid-day meals would ensure students are nourished and ready to learn, improving attendance and overall academic performance.

Ultimately, BAUNDARY VLPS embodies the challenges and resilience of rural education in India. Though faced with infrastructural limitations, the school’s dedicated teachers work tirelessly to provide education to the community. Support and investment are critical for this school to thrive and offer its students the quality education they deserve.

Addressing the infrastructural deficiencies and providing essential resources would significantly enhance the learning experience and empower the students of BAUNDARY VLPS to reach their full potential. The future of this school hinges on securing recognition, acquiring funding, and implementing improvements to create a nurturing and conducive learning environment.