JOYMA PAR VLPS

JOYMA PAR VLPS was established in 1990 and it is managed by the Unrecognised. It is located in Rural area. It is located in KACHUGAON block of KOKRAJHAR 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. Assamese 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 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 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 a 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.

JOYMA PAR VLPS: A Rural Primary School in Assam, India

JOYMA PAR VLPS, a primary school located in the rural KACHUGAON block of KOKRAJHAR district in Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1990, this unrecognised school provides primary education (grades 1-5) to children in the area. Its co-educational environment includes a pre-primary section, catering to a wider range of ages and developmental needs.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it boasts two classrooms, each maintained in good condition. Additional rooms support non-teaching activities and provide a dedicated space for the head teacher. The presence of a playground offers a valuable recreational space for the students. However, the school currently lacks a boundary wall and electricity connection, highlighting the need for infrastructural improvements.

Instruction at JOYMA PAR VLPS is conducted in Assamese, reflecting the local linguistic context. The school is staffed by two teachers—one male and one female—who dedicate their efforts to educating the students. The head teacher, MD. KHALILUR RAHMAN, plays a crucial role in the school’s management and academic direction. The absence of a computer lab and computers limits access to technology-based learning opportunities.

Despite its limitations, the school’s commitment to providing education remains steadfast. The absence of a library and books indicates a significant area for potential development, which could enrich the students’ learning experience considerably. Access to drinking water is currently non-existent, presenting a health and safety concern that requires urgent attention.

The school’s accessibility is a positive feature; it’s reachable via an all-weather road, ensuring consistent access for students and staff regardless of weather conditions. The academic year commences in April, aligning with the regional educational calendar. The school’s rural setting underscores its vital role in providing educational opportunities in a geographically isolated area.

The lack of a mid-day meal program is also noteworthy. The absence of this crucial support system may affect the students’ well-being and their ability to fully engage in their studies.

Further development and support for JOYMA PAR VLPS are crucial to enhance the quality of education and create a more conducive learning environment for the children. Improvements in infrastructure, resources, and access to essential amenities would significantly improve the overall educational experience.

The provision of a library, computers, and a reliable source of drinking water are critical needs. The construction of a boundary wall would enhance security and safety. The availability of a mid-day meal program would provide much needed nutritional support. These improvements would greatly contribute to the well-being and academic success of the students.

The school’s management as an unrecognised institution highlights the need for formal recognition, which would open doors to greater support and resources. This recognition would ensure better access to government aid and facilitate improvements to infrastructure and facilities.

In conclusion, JOYMA PAR VLPS provides valuable primary education services to a rural community. However, addressing its infrastructural shortcomings and resource limitations is vital to ensure the continued growth and success of the school and its students. Through targeted support and development, JOYMA PAR VLPS can become an even more vital part of its community, providing high-quality education and empowering its students for the future.