DAKHIN DURAMARI VLPS

DAKHIN DURAMARI VLPS was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in KOKRAJHAR block of KOKRAJHAR 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. Assamese 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 Private 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 a 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 Provided and Prepared in School Premises providing mid-day meal.

Dakhin Duramari VLPS: A Rural Primary School in Assam

Dakhin Duramari VLPS, a primary school located in the Kokrajhar district of Assam, India, offers a glimpse into rural education in the region. Established in 1982, this unrecognised school serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it comprises a single classroom, catering to the educational needs of its students. A notable feature is the presence of a playground, providing space for recreation and physical activity, integral to a child’s holistic development.

The teaching staff consists of two male teachers, dedicated to providing quality education despite limited resources. The school operates as a co-educational institution, welcoming both boys and girls, and also incorporates a pre-primary section, extending educational opportunities to younger children. Instruction is conducted in Assamese, reflecting the local language and cultural context.

The school’s rural location presents certain challenges, notably the absence of electricity and a boundary wall. However, the availability of mid-day meals, prepared on the school premises, ensures that students’ nutritional needs are addressed, contributing to their overall well-being and ability to focus on their studies.

The management structure of Dakhin Duramari VLPS is characterized by its unrecognised status. This status may present hurdles in accessing funding and resources, but the school’s commitment to education perseveres. The school’s head teacher, Ramjan Ali Sheikh, leads the teaching staff in their efforts to provide education to the community.

Despite lacking facilities such as a library, computers, and ramps for disabled access, the school’s focus remains on providing a basic education to the children in its care. The absence of these amenities highlights the need for further investment and support in rural education infrastructure.

The school’s location in a rural setting emphasizes the importance of accessible education even in remote areas. The fact that the school is accessible by road throughout the year offers some degree of convenience, facilitating attendance for students from surrounding areas.

The academic session at Dakhin Duramari VLPS begins in April, following the typical academic calendar. This consistency contributes to a structured learning environment and helps maintain a predictable schedule for both students and teachers.

The absence of amenities like a library, computers, and toilets indicates the need for substantial improvements in infrastructure and resources. This highlights the disparity that can exist between educational facilities in rural and urban areas and underscores the need for targeted government policies and interventions.

The school’s dedication to education, despite its limitations, is commendable. It represents a beacon of hope for children in a rural community, providing them with foundational education that can shape their future prospects. Continued investment and support are essential to enhance its capabilities and provide its students with the best possible learning environment.