KADAMTOLA VLPS

KADAMTOLA VLPS was established in 1983 and it is managed by the Unrecognised. It is located in Rural area. It is located in GOSSAIGAON block of KOKRAJHAR 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. 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 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 Provided and Prepared in School Premises providing mid-day meal.

KADAMTOLA VLPS: A Rural Primary School in Assam, India

KADAMTOLA VLPS, a primary school located in the rural GOSSAIGAON block of KOKRAJHAR district, Assam, India, offers a glimpse into the educational landscape of a remote Indian village. Established in 1983, this unrecognised school provides education for children from Class 1 to Class 5, employing a unique approach to learning.

The school’s infrastructure consists of a single classroom housed in a private building. While lacking some modern amenities, the school prioritizes education through the dedicated work of its two male teachers.

Instruction at KADAMTOLA VLPS is conducted in Assamese, reflecting the local linguistic environment. The school operates as a co-educational institution, catering to both boys and girls within its limited capacity. The absence of a pre-primary section focuses the school’s efforts solely on primary education.

The school’s management emphasizes providing a mid-day meal for its students, prepared and served within the school premises. This vital program ensures that students receive essential nutrition alongside their academic studies, acknowledging the importance of holistic development.

The school’s head teacher, ABDUL GAFUR MIAH, leads the team, overseeing the smooth functioning of the institution. This leadership plays a critical role in maintaining the academic standards and overall well-being of the student population.

The absence of certain facilities, such as electricity, a boundary wall, a library, a playground, and computers, highlights the challenges faced by KADAMTOLA VLPS. These limitations emphasize the need for continued support and investment in infrastructure to enhance the learning environment.

Despite these limitations, the school’s commitment to education is evident in its consistent operation. The provision of a mid-day meal, coupled with the dedicated teaching staff, ensures that children in the rural community receive access to primary education.

KADAMTOLA VLPS serves as a testament to the perseverance of educational efforts in rural settings. Despite facing resource constraints, it provides essential primary education, nurturing young minds in the heart of the Assamese countryside.

While the school’s lack of certain amenities is noteworthy, the presence of a dedicated teaching staff and a mid-day meal program signify a commitment to providing a basic, yet essential, education. This school exemplifies the determination to overcome challenges in providing primary education in rural India.

The future of KADAMTOLA VLPS rests on securing further support and resources to improve its infrastructure and provide students with a more enriched learning experience. This requires collective effort, investment, and continued community involvement to ensure the school continues to serve its vital role in the community.