DULIAKHAL KARAIBARI VLP SCHOOL

DULIAKHAL KARAIBARI VLP SCHOOL was established in 1999 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH KARIMGANJ block of KARIMGANJ 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 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 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.

Duliakhal Karaibari VLP School: A Comprehensive Profile

Duliakhal Karaibari VLP School, established in 1999, is a private, primary school located in the rural area of South Karimganj block, Karimganj district, Assam. This co-educational institution offers classes from 1 to 5, with an attached pre-primary section catering to younger learners. The school’s instruction medium is Bengali, reflecting the local linguistic landscape. The school’s management is currently unrecognized.

The school’s infrastructure comprises a single classroom, suitable for its current student population. While the classroom is described as being in good condition, the lack of a boundary wall, electricity, and other essential amenities presents challenges. The absence of a library, playground, and computer-aided learning facilities highlights the need for further development and resource allocation. The school’s water source is currently listed as “None,” underscoring a critical need for improvement in this area to ensure the well-being of students and staff.

Teaching staff consists of two male teachers and a head teacher, Aniul Huda. The school does not provide midday meals, and there are no computers available for teaching or learning purposes. The school is not residential, and there are no additional facilities for disabled students.

The school’s location in a rural setting presents both opportunities and challenges. While it provides access to a specific community, it also faces difficulties in acquiring resources and maintaining infrastructure compared to schools in more urban areas. The lack of essential amenities such as electricity, a library, and a playground significantly impacts the learning environment and the overall student experience.

The absence of female teachers and pre-primary teachers highlights a potential need for staff expansion and professional development opportunities to enhance the quality of education provided. The school’s current structure and facilities necessitate investment in infrastructural improvements, including the construction of a boundary wall, provision of reliable electricity, and the installation of appropriate sanitation facilities.

The school’s affiliation with an unrecognized management presents a potential barrier to accessing government support and resources. This aspect limits the school’s ability to secure funding and implement necessary improvements. Securing recognition would unlock access to crucial government programs and resources, enhancing the school’s capacity to provide a better learning environment for its students.

Improving the school’s infrastructure and resource allocation will significantly enhance its ability to provide quality education. The addition of a library, playground, and computer-aided learning facilities will stimulate learning and create a more engaging learning environment. Addressing the lack of electricity and a reliable water source is crucial for creating a safe and healthy environment for all.

The school’s commitment to education in a rural setting deserves commendation. However, to ensure the sustainable growth and development of the institution, concerted efforts must be focused on securing official recognition, attracting more funding, and improving its infrastructure and resource base.

Efforts should be directed towards attracting female teachers and expanding the teaching staff to provide more individualized attention to students. Professional development opportunities for existing teachers will further enhance the quality of instruction and create a more stimulating educational environment.

The lack of a functional water source is a matter of serious concern. Implementing immediate measures to secure a reliable water supply will ensure the health and well-being of both students and staff, creating a healthier and more productive learning environment. Furthermore, the absence of essential facilities like toilets underscores the need for immediate improvement to ensure a hygienic and safe setting for students.