HAZI A.N.LASKAR UDYAN BIDYAPIT

HAZI A.N.LASKAR UDYAN BIDYAPIT was established in 2000 and it is managed by the Unrecognised. It is located in Rural area. It is located in KATIGORAH block of CACHAR district of Assam. The school consists of Grades from 1 to 10. 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 10 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 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 1 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.

HAZI A.N.LASKAR UDYAN BIDYAPIT: A Comprehensive Overview

HAZI A.N.LASKAR UDYAN BIDYAPIT, a private co-educational school located in the rural area of KATIGORAH block, CACHAR district, Assam, stands as a testament to the commitment to education in the region. Established in 2000, this unrecognised school provides primary, upper primary, and secondary education (classes 1-10) to students, playing a significant role in shaping young minds. The school’s comprehensive curriculum, taught primarily in Bengali, strives to cater to the educational needs of the local community.

A Look into the School’s Infrastructure and Resources:

The school boasts ten well-maintained classrooms, creating a conducive learning environment for its students. While lacking a boundary wall and playground, the school’s infrastructure includes a dedicated room for the head teacher, along with additional spaces for non-teaching activities. The availability of electricity ensures a smooth learning process, unaffected by power outages. The lack of a library and computers, however, highlights the areas needing improvement in the school’s resources. Additionally, the absence of a dedicated drinking water facility necessitates urgent attention. The presence of a single functional girls’ toilet underscores the need for improved sanitation facilities.

Staffing and Educational Approach:

With a total of 19 teachers, including nine male teachers, ten female teachers, and one pre-primary teacher, the school maintains a healthy teacher-student ratio. The school’s commitment to education is further reflected in its pre-primary section, catering to younger learners. For class 10, the school follows the State Board curriculum, and for higher secondary classes (10+2), it adheres to an “Others” board. The school does not offer mid-day meals.

Accessibility and Location:

Conveniently situated along an all-weather road, HAZI A.N.LASKAR UDYAN BIDYAPIT is easily accessible to students from surrounding areas. Its rural location underscores its vital role in providing quality education to children in underserved communities. The school operates on an academic calendar that begins in April, aligning with the broader regional academic schedule. The school does not offer residential facilities.

Areas for Improvement and Future Development:

While the school functions adequately, several areas require attention. The lack of a boundary wall presents safety concerns, while the absence of a library, playground, and computers severely limits educational resources. The single girls’ toilet falls short of providing adequate sanitation facilities for the student population. The non-availability of drinking water poses a considerable health risk. Addressing these infrastructural deficiencies is crucial for providing a holistic learning experience.

Conclusion:

HAZI A.N.LASKAR UDYAN BIDYAPIT, despite its shortcomings, remains a vital educational institution in its community. The dedication of its teachers and the provision of a basic education are laudable. However, significant improvements in infrastructure, resources, and sanitation are essential to enhance the quality of education and safeguard the well-being of its students. The community and relevant authorities should work collaboratively to address these needs and help the school thrive. Addressing these limitations will ensure that the school can fully realize its potential and provide a better learning experience for generations to come. The school’s commitment to education in a rural setting should be commended, and efforts to support its growth are crucial for the advancement of the community it serves.

Keywords: HAZI A.N.LASKAR UDYAN BIDYAPIT, Assam, rural school, education, infrastructure, sanitation, co-educational, primary school, secondary school, Bengali, State Board, teachers, classrooms.