HILAL UDDIN MAZARBHUIYA VLPS

HILAL UDDIN MAZARBHUIYA VLPS was established in 1987 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 Provided providing mid-day meal.

Hilal Uddin Mazarbhuiya VLPS: A Rural Primary School in Assam

Hilal Uddin Mazarbhuiya Village Level Primary School (VLPS), located in the rural heart of Hailakandi district, Assam, is a primary school offering education to students from Class 1 to Class 5. Established in 1987, this co-educational institution is managed by an unrecognized body, highlighting the need for increased support and recognition.

The school’s infrastructure presents a challenge. The building itself is described as dilapidated, a stark contrast to the ideal learning environment. Despite this, the school boasts one classroom in good condition. The lack of a boundary wall and electricity further underscores the need for infrastructural improvements. The absence of a playground, library, and computer-aided learning facilities limits the educational opportunities available to students. Clean drinking water is also a significant concern, as the school currently has none.

The school’s academic program is delivered through the Bengali language, catering to the local community’s needs. Two teachers—one male and one female—dedicate their efforts to educating the students. The school’s small staff works tirelessly despite limited resources. The school also features a pre-primary section, demonstrating a commitment to providing early childhood education.

While the school lacks some essential amenities, the dedicated staff strives to provide quality education. The absence of computers, a computer lab, and a library significantly impacts the students’ ability to engage in modern learning methods and access a wider range of information. The lack of mid-day meals further complicates the students’ experience, as many may struggle with hunger alongside their academic challenges.

The school’s location, nestled in a rural area, adds another layer of complexity. Access to resources and connectivity is likely limited, further emphasizing the need for community and government support. The school’s unrecognised status makes it ineligible for many government grants and programs that could facilitate vital improvements.

Despite the challenges, the school’s commitment to education is evident. The presence of a pre-primary section and the dedication of its teachers highlight the importance of education within the community. However, improvements in infrastructure, resources, and recognition are essential to creating a more supportive and effective learning environment.

The school’s need for a boundary wall is not just about security, but also about creating a defined learning space. The lack of electricity hinders access to technology and limits the learning opportunities available to the children. Addressing these infrastructural limitations is a crucial first step towards providing a safe, supportive, and stimulating learning environment.

Further, the absence of drinking water poses a serious health risk for the students and staff. A reliable water source is crucial for ensuring their well-being and allowing them to focus on their studies without constant worry about hydration. Addressing this fundamental need should be a priority.

The school’s reliance on only two teachers demonstrates a need for additional staffing to manage class sizes and potentially offer specialized instruction. This expansion of teaching staff would greatly improve the quality of education offered.

Improving the Hilal Uddin Mazarbhuiya VLPS requires a multi-faceted approach. This includes securing recognition for the school, attracting funding for infrastructural upgrades, providing essential resources like computers and books, and ensuring access to clean drinking water and mid-day meals. The community, government, and non-governmental organizations must come together to support this crucial institution and help it provide a better future for its students.