KAMARPARA (MOLAKHOWA) V.L.P

KAMARPARA (MOLAKHOWA) V.L.P was established in 1981 and it is managed by the Unrecognised. It is located in Rural area. It is located in MANKACHAR block of DHUBRI 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 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 Provided and Prepared in School Premises providing mid-day meal.

Kamarpara (Molakhowa) VLP: A Rural Primary School in Assam

Kamarpara (Molakhowa) Village Level Primary School (VLP), located in the rural heart of Assam, serves as a vital educational institution for the community. Established in 1981, this unrecognised school plays a crucial role in providing primary education to children in the Mankachar block of Dhubri district. The school’s dedication to education is evident in its commitment to providing a foundational learning experience for students.

The school’s infrastructure, though modest, is functional. Housed in a private building, it comprises a single classroom, ensuring a focused learning environment for the students. The presence of a playground provides a vital space for recreation and physical activity, complementing the academic curriculum. Despite the absence of a library, the school prioritizes providing a mid-day meal, ensuring students receive proper nourishment, crucial for their learning and overall well-being.

The teaching staff at Kamarpara (Molakhowa) VLP consists of two dedicated teachers – one male and one female – working collaboratively to impart knowledge and nurture young minds. The head teacher, Rowsenara Khatun, leads the school with commitment and dedication. Assamese serves as the primary language of instruction, ensuring accessibility and relevance for the local students.

The school’s academic focus caters to students from Class 1 to Class 5, covering the foundational years of primary education. The curriculum, though not explicitly detailed, follows the standards applicable to primary schools under the “Others” board classification for Class 10 and Class 10+2. The school prioritizes a co-educational environment, fostering an inclusive learning space for both boys and girls.

The school’s accessibility is ensured by its location on an all-weather road, facilitating easy access for students and teachers alike. The academic session commences in April, aligning with the general academic calendar followed in the region.

Although the school lacks certain amenities, such as electricity, a boundary wall, a library, computers, and ramps for disabled access, its commitment to providing basic education remains unwavering. The lack of these resources highlights the need for further support and development to enhance the school’s infrastructure and learning environment.

The school’s rural setting presents both challenges and opportunities. While resource limitations exist, the close-knit community fosters a strong sense of belonging and shared responsibility for the children’s education.

Despite the absence of pre-primary classes and computer-aided learning facilities, the school’s commitment to education, its dedicated teaching staff, and the provision of a mid-day meal illustrate a sincere effort to provide quality primary education to the children of Kamarpara (Molakhowa) village.

The school’s unrecognised status suggests a need for official recognition and potential support from government or non-governmental organizations to upgrade its facilities and ensure its long-term sustainability. This recognition would provide access to resources and support that would significantly improve the quality of education provided.

The future of Kamarpara (Molakhowa) VLP depends on sustained community support and government initiatives aimed at improving infrastructure, providing necessary resources, and upgrading the school’s status. With these improvements, the school can continue to serve as a beacon of hope and opportunity for generations to come.