DULIAKHAL VLP SCHOOL

DULIAKHAL VLP SCHOOL was established in 1993 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 Tap Water 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.

Duliakhal VLP School: A Profile of a Rural Primary School in Assam

Duliakhal VLP School, located in the rural heart of Karimganj district, Assam, stands as a testament to the ongoing efforts to provide primary education in underserved areas. Established in 1993, this unrecognized school plays a vital role in the community, offering essential learning opportunities to children in the region.

The school’s infrastructure, while modest, provides a functional learning environment. Housed in a private building, the school boasts one classroom, ensuring that students have a dedicated space for learning. The school’s management emphasizes the importance of a safe and accessible learning environment. The provision of tap water ensures access to clean drinking water, a crucial aspect of a healthy school environment. A single boys’ toilet further enhances the facilities available to students.

The school’s academic focus centers on primary education, catering to students from classes 1 through 5. Instruction is delivered primarily in Bengali, fostering a connection to the local language and culture. The school employs two male teachers, dedicated to providing quality education to its students. Interestingly, the school incorporates a pre-primary section, broadening its reach to younger children in the community. The absence of a library and playground, however, highlights areas where future development could significantly enhance the learning experience.

The school’s operational details shed light on its current challenges and potential for growth. The lack of electricity and a boundary wall presents logistical and safety considerations. The absence of computers and computer-aided learning tools underscores the need for technological integration in the curriculum. The absence of a mid-day meal program also presents a hurdle in ensuring that all students have access to adequate nutrition.

The leadership at Duliakhal VLP School is committed to providing quality education. The presence of a head teacher, Abdul Malik, indicates a dedicated individual leading the school’s operations. The school’s co-educational nature reflects its inclusive approach to education, welcoming both boys and girls into its learning community.

The school’s location in the South Karimganj block of Karimganj district offers insights into the context within which it operates. Its rural setting suggests that transportation and accessibility may be important factors influencing enrollment and overall school operations.

Despite its limitations, Duliakhal VLP School serves a critical function in its community, providing essential primary education to local children. The school’s commitment to education, evident in its dedicated staff and existing facilities, makes it a significant educational resource in the area.

The school’s operational status as an unrecognized institution presents both challenges and opportunities. Securing official recognition could potentially unlock access to increased funding, resources, and support, enabling further development and improvement of facilities.

Addressing the current infrastructural gaps, such as the absence of electricity, a boundary wall, a library, and playground, would significantly enhance the learning experience for students. Integrating technology through computer-aided learning and providing a mid-day meal program would also contribute significantly to improved student outcomes.

Future development plans should prioritize improvements to infrastructure, resource acquisition, and curriculum enhancement. Securing official recognition is a crucial step, potentially opening doors to external funding and support for much-needed improvements. The school’s overall success will hinge on securing these resources and ensuring the continued dedication of its staff.