KHAKILAMARI MUSLIMPARA VLPS

KHAKILAMARI MUSLIMPARA VLPS was established in 1989 and it is managed by the Unrecognised. It is located in Urban area. It is located in LAKHIPUR block of GOALPARA 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 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 1 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 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.

Khakilamari Muslim Para VLPS: A Detailed Overview of an Assamese Primary School

Khakilamari Muslim Para Village Lower Primary School (VLPS), established in 1989, serves the urban community of Lakhipur block in Goalpara district, Assam. Operating as an unrecognized, co-educational institution, this private school provides primary education from classes 1 to 5, with a notable inclusion of a pre-primary section. The school’s instruction medium is Assamese, reflecting the local linguistic landscape. The school’s structure, while functional, reveals areas needing improvement.

The school’s infrastructure comprises a single classroom, a stark contrast to the needs of its students. While there are separate boys’ and girls’ toilets, the lack of a boundary wall, electricity, a library, and playground present significant challenges to a conducive learning environment. The absence of drinking water facilities further underscores the need for essential infrastructural development.

The teaching staff consists of two male teachers, under the guidance of Head Teacher Rana Namoh Das. The school’s management structure, being unrecognized, highlights the need for greater governmental support and oversight. The lack of computers and computer-aided learning tools limits the school’s ability to integrate modern teaching methodologies.

The school’s academic focus is solely on primary education (classes 1-5), with the board for class 10 and 10+2 being listed as “Others,” indicating a potential affiliation with a non-state board. This suggests a pathway for students to pursue further education beyond the primary level, albeit outside the mainstream state-recognized boards.

Despite the limitations, the school plays a vital role in the community, providing primary education to children in the area. The presence of a pre-primary section demonstrates a commitment to early childhood education. However, the lack of female teachers represents a potential area for improvement.

The accessibility of the school is ensured by its all-weather road connectivity. The school’s academic year begins in April, aligning with the typical academic calendar in the region.

The school’s management, categorized as “Unrecognized,” suggests a need for formal recognition and potential integration into the state’s education system. This formal recognition could unlock access to resources and funding, facilitating necessary infrastructural improvements and enhancing the overall learning experience.

The school’s current state necessitates immediate attention to key areas. The lack of essential amenities like electricity, a boundary wall, a library, and a playground significantly impacts the students’ learning environment. Improving these aspects would not only create a safer and more stimulating learning space but also significantly enhance the quality of education provided.

The absence of drinking water facilities is a matter of serious concern, particularly considering the health and well-being of the students. Securing a reliable and safe source of drinking water should be prioritized.

The single classroom poses logistical challenges, particularly with the inclusion of a pre-primary section. Addressing this issue might require expansion of the facilities or adopting innovative teaching methods that can maximize space utilization.

In summary, Khakilamari Muslim Para VLPS faces considerable challenges, but it also demonstrates a dedication to providing primary education within a resource-constrained environment. With appropriate investment and support, the school has the potential to become a valuable asset to the community, offering a high-quality education to its students.