JANGLIKHARI VLPS

JANGLIKHARI VLPS was established in 1980 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 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.

Janglikhari VLPS: A Rural Primary School in Assam, India

Janglikhari VLPS, a primary school located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a less-developed region. Established in 1980, this unrecognised school serves students from Class 1 to Class 5, providing a crucial foundation for their learning journey. The school’s infrastructure, however, presents a challenge. Housed in a dilapidated building, its single classroom serves as the primary learning space. The lack of essential amenities like electricity, a boundary wall, a library, a playground, and even basic sanitation facilities underscores the need for significant improvements.

The school’s teaching staff comprises three dedicated educators: two male teachers and one female teacher. These teachers, working under the guidance of Head Teacher Pradip Kumar Yedab, diligently impart knowledge using Bengali as the medium of instruction. Despite the challenges posed by limited resources, the commitment of the teaching staff remains unwavering in their dedication to providing quality education to the students.

The absence of a pre-primary section limits early childhood educational opportunities, highlighting a gap in the comprehensive development of young children in the community. Furthermore, the lack of computer-aided learning and a library significantly restricts access to modern educational tools and resources, impacting the potential for advanced learning.

The school’s location in a rural area presents both challenges and opportunities. The remoteness necessitates improvements to its infrastructure to create a conducive learning environment. However, the rural setting provides a unique opportunity to connect directly with the community, fostering a sense of belonging and shared responsibility for the school’s progress.

The school’s management, categorized as “unrecognised,” presents further obstacles in securing sustainable resources and support. Gaining recognition would unlock opportunities for increased funding, improved infrastructure, and enhanced educational resources, significantly benefiting both the students and the community.

While the lack of computers, a computer lab, and a mid-day meal program points towards areas needing urgent attention, the school’s commitment to education remains steadfast. The single classroom, though dilapidated, houses dedicated teachers striving to provide the best education possible under difficult conditions.

The absence of drinking water facilities underscores the importance of addressing basic necessities alongside educational advancements. The provision of clean drinking water would not only improve the health and well-being of the students but also create a more comfortable and productive learning environment.

The lack of a boundary wall raises safety concerns, requiring immediate attention to ensure the security and protection of the students and staff. The construction of a boundary wall represents a necessary investment to establish a safe and secure learning environment.

The school’s reliance on a single classroom highlights the urgency for expansion and improvement of its facilities. Securing additional classrooms would greatly enhance the learning experience and alleviate the strain of a crowded learning space. The added classrooms could also be utilized for a broader curriculum or specialized learning areas.

In conclusion, Janglikhari VLPS, despite its current challenges, serves as a testament to the unwavering commitment of teachers and the community’s desire for education. Addressing the infrastructural limitations and gaining recognition would unlock significant progress, ultimately paving the way for a brighter future for the students and transforming Janglikhari VLPS into a flourishing center of learning.