KORTIMARI VLPS

KORTIMARI VLPS was established in 1983 and it is managed by the Unrecognised. It is located in Rural 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 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 1 boys toilet and it is functional. and 1 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.

KORTIMARI VLPS: A Rural Primary School in Assam, India

KORTIMARI VLPS, a primary school located in the rural area of Goalpara district, Assam, India, stands as a testament to the commitment to education in underserved communities. Established in 1983, this unrecognised school plays a vital role in providing primary education to children in the Lakhipur block.

The school’s infrastructure, while modest, caters to the educational needs of its students. Housed in a private building, KORTIMARI VLPS boasts two classrooms in good condition, ensuring a conducive learning environment for its students. A dedicated room serves as an office for the headmaster and teachers, demonstrating a commitment to administrative efficiency. The presence of a playground provides a much-needed space for recreation and physical activity, fostering holistic child development. Despite the lack of a boundary wall and electricity, the school perseveres in its commitment to education.

KORTIMARI VLPS offers a primary curriculum (Classes 1-5) with Assamese as the medium of instruction. The school’s co-educational nature embraces inclusivity, and the inclusion of a pre-primary section highlights a focus on early childhood education. This holistic approach is further supported by the presence of one male teacher and one head teacher, who collaboratively strive to provide quality education to the students. The school’s management and structure are noteworthy, with two teachers dedicated to educating the students.

The school’s location in a rural area necessitates its adaptability. Although it lacks amenities such as a library, computers, and a computer-aided learning lab, it showcases resilience and determination to offer fundamental educational opportunities. The absence of drinking water facilities is a challenge that requires community support to be addressed.

Furthermore, KORTIMARI VLPS prioritises the safety and well-being of its students, as evidenced by the presence of separate functional boys’ and girls’ toilets. However, the lack of a boundary wall and ramps for disabled children represent areas needing improvement.

The school’s operational features reflect its adaptability to its context. The academic session commences in April, aligning with the regional academic calendar. The school’s status as a non-residential institution further clarifies its operational model. The management’s commitment to providing a co-educational environment underscores its inclusive approach to education.

The lack of a computer-aided learning lab and library highlight areas for potential improvement and future development. Securing funding for these resources could significantly enhance the learning experience for the students.

Community involvement is crucial for the sustainable development of KORTIMARI VLPS. The school’s success depends on collaborative efforts between the school management, parents, and local stakeholders.

Addressing the challenges concerning the absence of drinking water and a boundary wall is paramount. These improvements would significantly enhance the school environment and further secure the well-being of the students.

In conclusion, KORTIMARI VLPS serves as a valuable educational institution in its rural community. Despite limited resources, it demonstrates a commitment to providing primary education, showcasing the dedication of its teachers and the resilience of its students. Future development efforts should focus on enhancing infrastructure, providing additional resources, and ensuring the overall well-being of the children.