FOIZUL ALI MOKTAB VLPS

FOIZUL ALI MOKTAB VLPS was established in 1981 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 Applicable providing mid-day meal.

FOIZUL ALI MOKTAB VLPS: A Rural Primary School in Assam, India

FOIZUL ALI MOKTAB VLPS, a primary school located in the rural KATLICHERRA block of HAILAKANDI district, Assam, India, offers a glimpse into the realities of education in a developing region. Established in 1981, this unrecognised school provides primary education (Classes 1-5) to students in the surrounding community. While facing infrastructural challenges, it serves as a vital educational resource for local children.

The school’s infrastructure presents a mixed picture. The building itself is described as dilapidated, yet it houses a single classroom, suggesting a resourceful adaptation to limited resources. The lack of electricity and a computer-aided learning lab highlights the disparity between this school and those with more resources. However, the presence of a functional well providing drinking water offers a crucial service to students.

Instruction at FOIZUL ALI MOKTAB VLPS is conducted in Bengali, catering to the local linguistic context. The school boasts a small but dedicated teaching staff, comprising one male and one female teacher, further emphasizing the commitment to education amidst challenging circumstances. The school’s co-educational nature ensures equal access to education for both boys and girls. The head teacher, SULTANA BEGOM LASKAR, plays a pivotal role in the school’s daily operations.

The school’s lack of a library and playground reflects the limitations of its resources. The absence of these facilities underscores the need for community support and governmental investment in improving educational infrastructure in the region. The school’s rural setting presents both opportunities and challenges, requiring adaptive teaching methods and community engagement to maximize its impact.

The school’s physical structure is further characterized by a pucca but broken boundary wall, hinting at the need for structural repairs and maintenance to ensure the safety and security of students and staff. The absence of toilets presents a significant sanitation challenge, impacting the overall health and hygiene conditions within the school.

The management of FOIZUL ALI MOKTAB VLPS as an “unrecognised” institution signals a possible lack of official oversight and support, possibly contributing to the infrastructural deficits. This status could hinder access to government funding and resources necessary for improving facilities and providing better educational opportunities.

The school’s location and the absence of ramps suggest a need for increased accessibility for differently-abled students. The focus on providing basic primary education, despite these limitations, speaks volumes about the dedication of the staff and the importance of education within the community.

Addressing the school’s infrastructural needs is vital for improving the learning environment. The provision of electricity, computers, a library, and appropriate sanitation facilities would significantly enhance the educational experience and promote a healthier learning environment. Community engagement and government investment are essential steps towards achieving these goals.

The absence of a pre-primary section suggests the need for educational services to be expanded to cater to younger children in the area. The lack of any meals provided by the school highlights the crucial importance of addressing the nutritional needs of the students to support their learning and development.

Ultimately, FOIZUL ALI MOKTAB VLPS serves as a case study of a resilient rural school overcoming challenges, highlighting the dedication of educators and the vital need for improved infrastructure and resources to provide quality education to all students. It underscores the critical role education plays in rural communities and the need for sustained support to ensure that children have access to a quality learning environment.