HAJI ABDUL MOTLIB BARBHUIYA VLPS

HAJI ABDUL MOTLIB BARBHUIYA VLPS was established in 1977 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 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 Applicable providing mid-day meal.

HAJI ABDUL MOTLIB BARBHUIYA VLPS: A Rural Primary School in Assam

HAJI ABDUL MOTLIB BARBHUIYA VLPS, a primary school located in the rural area of Hailakandi district, Assam, offers a glimpse into the educational landscape of a remote village. Established in 1977, this unrecognised school provides primary education (grades 1-5) to children in the community. The school’s infrastructure, however, presents significant challenges.

The school building is described as dilapidated, yet it manages to accommodate its students within its single classroom. The lack of essential amenities is noteworthy; there is no boundary wall, electricity, playground, library, drinking water, or computer-aided learning facilities. The absence of toilets further highlights the infrastructural deficiencies the school faces.

Despite these limitations, the school strives to provide quality education. The instruction medium is Bengali, reflecting the local language preference. A total of two male teachers dedicate their efforts to educating the students, emphasizing the crucial role they play in this under-resourced environment. The school also boasts a pre-primary section, catering to younger children, indicating an attempt to provide early childhood education opportunities.

The school’s management structure reflects its unrecognised status, implying a need for increased governmental support and recognition to improve its capabilities and sustainability. The absence of female teachers and any form of midday meal program further points to potential areas requiring attention and enhancement.

While the absence of resources is striking, the school’s dedication to providing education in a challenging environment is commendable. The fact that the school has been operating since 1977 signifies the enduring community need for education and the perseverance of the teachers.

The school’s location in a rural setting presents unique logistical and infrastructural obstacles. Securing access to essential resources such as electricity, clean water, and improved sanitation facilities is crucial for enhancing the learning environment and the overall well-being of the students and staff.

Improved infrastructure would significantly enhance the learning experience. The addition of a boundary wall would improve security, while access to electricity would allow for extended learning opportunities and the utilization of technology. A library, even a small one, could foster a love of reading and expand the students’ learning beyond the classroom.

The lack of toilets is a significant concern that warrants immediate attention. Providing proper sanitation facilities is not only essential for hygiene but also contributes to the overall safety and well-being of the students. The establishment of clean, functional toilets is paramount.

Further investment in teacher training and development would empower the dedicated teaching staff to deliver even more effective instruction. Providing access to professional development opportunities and updated teaching materials would significantly enhance the quality of education provided.

The HAJI ABDUL MOTLIB BARBHUIYA VLPS serves as a poignant example of the educational disparities that exist in certain parts of rural India. Addressing these infrastructural deficiencies and supporting the school’s continued operation is crucial for ensuring that the children of this community have access to a quality education, which is their fundamental right. Collaboration between government agencies, NGOs, and local communities is vital to improving the conditions of the school and empowering the next generation.