KHALIQUE CHOUDHURY VLPS

KHALIQUE CHOUDHURY VLPS was established in 1977 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.

KHALIQUE CHOUDHURY VLPS: A Rural Primary School in Assam, India

KHALIQUE CHOUDHURY VLPS, a primary school located in the rural area of Hailakandi district in Assam, India, stands as a testament to the enduring need for educational opportunities in underserved communities. Established in 1977, this co-educational institution caters to students from classes 1 to 5, providing foundational learning within a challenging infrastructural context.

The school’s infrastructure presents a clear picture of its resource limitations. Housed in a dilapidated building, the school operates with a single classroom, highlighting the strain on resources and the potential overcrowding faced by both students and teachers. The lack of a boundary wall raises safety concerns, while the absence of electricity further hampers the learning environment. The absence of a playground, library, and computer-aided learning facilities underscores the disparity in educational resources compared to better-equipped institutions. Critically, the school lacks access to drinking water, presenting significant health and hygiene challenges for its students and staff.

Despite these shortcomings, KHALIQUE CHOUDHURY VLPS perseveres, employing two teachers – one male and one female – dedicated to providing education to the community’s children. These teachers, led by Head Teacher ABDUL KALAM CHOUDHURY, work tirelessly to deliver a quality education, even amidst the limitations of the school’s facilities. The dedication of the staff is a beacon of hope, reflecting the commitment to providing educational opportunities, regardless of the obstacles.

The school’s curriculum employs Bengali as the medium of instruction, aligning with the local language and cultural context. The school operates independently as an unrecognized institution, which may pose challenges in terms of funding and resource allocation. However, the school’s continued operation underscores the community’s commitment to education and its importance in the lives of the children in the area.

The lack of amenities such as toilets and a reliable source of drinking water underscores a critical need for infrastructural improvements. These essential amenities are not only necessary for hygiene but also significantly impact the overall well-being and health of students. The absence of these basic provisions highlights the disparity in resource allocation and the urgent need for attention to ensure a safe and healthy learning environment.

The school’s rural location presents additional challenges. Access to educational resources, technological advancements, and even basic infrastructure is often limited in rural settings. This isolation further underscores the need for targeted interventions to address the unique needs of rural schools, bridging the educational gap and ensuring equitable access to quality education.

The school’s management structure as an unrecognized institution also presents opportunities for growth and improvement. Securing recognition and gaining access to government funding and support could significantly enhance the school’s capacity to improve its infrastructure, attract additional resources, and provide a more conducive learning environment for its students.

The commitment of the teachers and the community to the school’s operation despite the significant challenges underscores the importance of education in the lives of the students and the broader Hailakandi community. Their perseverance in the face of adversity serves as an inspiration and highlights the critical need for support to ensure that these children receive the quality education they deserve.

The absence of a pre-primary section and higher-level classes (beyond class 5) points to a need for expanding the school’s offerings to provide a comprehensive educational pathway for the community’s children. Such expansion could potentially involve collaborations with other educational institutions or government programs.

In conclusion, KHALIQUE CHOUDHURY VLPS represents a crucial educational institution in its community, demonstrating resilience in the face of considerable infrastructural challenges. Addressing the school’s needs – specifically improving infrastructure, providing essential resources, and seeking recognition – will not only benefit the students but also contribute significantly to the overall development of the Hailakandi region.