FOYZUL ALI MAKTAB VLPS

FOYZUL ALI MAKTAB VLPS was established in 1985 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 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.

Foyzul Ali Maktab VLPS: A Rural Primary School in Assam

Foyzul Ali Maktab VLPS, a primary school located in the rural heartland of Assam, India, stands as a testament to the dedication to education in underserved communities. Established in 1985, this co-educational institution serves students from Class 1 to Class 5, providing foundational education to young learners in the KATLICHERRA block of HAILAKANDI district. The school’s management remains unrecognized, highlighting the need for greater support and recognition of its vital role in the community.

The school’s infrastructure presents a clear challenge. Housed in a dilapidated building, the single classroom available serves as the primary learning space. The absence of a boundary wall, electricity, and a dedicated playground underscore the need for improved facilities to enhance the learning environment and student safety. Further, the lack of a library and computers significantly limits access to resources crucial for a holistic education.

The school’s dedicated staff comprises two teachers – one male and one female – and a single head teacher, Haibia Begom Mazumder, who leads the institution with unwavering commitment. Despite the limited resources, they strive to deliver quality education to their students. The instruction medium is Bengali, reflecting the local language and cultural context.

The absence of essential amenities like clean drinking water and toilets underscores the need for urgent infrastructure upgrades. The lack of these fundamental necessities poses significant health and hygiene concerns for both students and staff. The school’s current status as an “unrecognised” institution further compounds these challenges, limiting access to resources and support available to formally recognized schools.

The school’s location in a rural area presents both challenges and opportunities. While remoteness can create barriers to accessing resources, it also underscores the importance of this school’s role as a vital community hub. The school’s commitment to serving the community remains unwavering despite these infrastructural limitations.

The lack of a pre-primary section and computer-aided learning facilities restricts the school’s ability to provide a comprehensive and contemporary education, highlighting a gap in educational opportunities for younger children in the region. The school’s reliance on a single classroom, while sufficient for the current number of students, presents challenges for future growth and expansion.

The absence of a mid-day meal program also raises concerns regarding the nutritional needs of the students. Many children rely on school meals as a primary source of sustenance, and the lack of this provision could negatively impact their learning and overall well-being. Addressing this need is crucial to ensuring student attendance and academic success.

The school’s “No Boundary Wall” further raises safety concerns, especially for young children. Providing a secure perimeter would significantly improve the safety and security of the school environment, allowing students to focus on their learning without fear.

The information provided highlights a significant need for investment and support to improve the infrastructure and resources available at Foyzul Ali Maktab VLPS. Addressing the lack of basic amenities, such as clean water, sanitation, and a safe learning environment, is crucial to ensuring the well-being and academic success of the students.

Ultimately, the future of Foyzul Ali Maktab VLPS depends on sustained community support and targeted investments in infrastructure and resources. Transforming this under-resourced school into a vibrant learning center requires collaborative efforts from government agencies, NGOs, and concerned individuals to enhance the educational prospects of children in this rural community.