I ALI SISHU BIKASH BIDYAPEETH

I ALI SISHU BIKASH BIDYAPEETH was established in 2006 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 2 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 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

I ALI SISHU BIKASH BIDYAPEETH: A Rural Primary School in Assam

I ALI SISHU BIKASH BIDYAPEETH, a primary school located in the rural heartland of Hailakandi district, Assam, stands as a testament to the dedication to education in underserved communities. Established in 2006, this unrecognised school plays a vital role in providing elementary education to children in the region.

The school’s infrastructure, while functional, requires attention. Housed in a dilapidated building, the school boasts two classrooms in good condition, providing a space for learning for students from Class 1 to Class 5. The school’s facilities, however, are limited. The absence of a playground and library highlights the need for improvements in recreational and extra-curricular learning opportunities. The school is equipped with one computer, a valuable resource in the digital age despite the lack of a dedicated computer-aided learning lab.

The school caters to both boys and girls in a co-educational environment, with a distinct pre-primary section offering education to younger children. A total of two teachers, one male and one female, along with six dedicated pre-primary teachers, provide instruction in Bengali. The availability of a head teacher and pre-primary teachers demonstrates a clear commitment to quality education. The school operates independently, without the support of any recognised board.

The school’s location in a rural area presents both challenges and opportunities. While accessibility by all-weather roads is a positive aspect, the lack of essential amenities underscores the need for greater support from the local community and government agencies. The lack of drinking water facilities is a significant concern that needs immediate attention to ensure the health and well-being of students and staff. The availability of one girls’ toilet is a minimal provision given the need to provide equal access for both boys and girls.

The absence of a library and books hampers the overall learning experience, limiting access to supplementary reading materials. The absence of a playground also restricts opportunities for physical activity and social development crucial for a child’s holistic development. Addressing these infrastructural shortcomings is crucial for providing a conducive learning environment for students.

The school’s management operates under an unrecognised status, suggesting the need for further support and formal recognition to access additional resources and funding. Securing formal recognition would improve the school’s access to government support and improve its ability to upgrade facilities. This would contribute significantly towards ensuring the long-term sustainability of this crucial educational establishment.

The curriculum focuses on providing a basic education from Class 1 to Class 5, with Bengali serving as the medium of instruction. The school’s commitment to offering education from the pre-primary level showcases a proactive approach to nurturing young minds and laying the groundwork for their future academic success.

Given the limitations faced by I ALI SISHU BIKASH BIDYAPEETH, there is a clear need for intervention to improve its overall educational environment and provision. The lack of access to basic facilities emphasizes the importance of community involvement and government support to enhance the school’s capacity to provide quality education.

Improving the infrastructure of the school is vital. This includes the construction of a library, playground, and additional toilets (including facilities for boys). Investment in new computer equipment and the establishment of a computer-aided learning lab would significantly enhance the teaching and learning experience. Ensuring a reliable supply of clean drinking water is also critical.

Ultimately, I ALI SISHU BIKASH BIDYAPEETH serves as a vital pillar of education in its community. While facing several infrastructural and resource challenges, its dedication to providing quality education underscores the importance of supporting such schools. With appropriate investment and ongoing support, this school can thrive and continue to nurture young minds in the Hailakandi district.