MAKADDAS ALI VLPS

MAKADDAS ALI VLPS was established in 1978 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 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 Not Provided providing mid-day meal.

MAKADDAS ALI VLPS: A Rural Primary School in Assam, India

MAKADDAS ALI VLPS, a primary school located in the rural area of Hailakandi district, Assam, India, offers a glimpse into the educational landscape of a remote village. Established in 1978, this unrecognised school plays a crucial role in providing basic education to the community. The school’s modest infrastructure includes a single classroom housed in a private building, highlighting the resource constraints faced by many schools in similar settings.

The school’s academic focus is on primary education, encompassing classes from 1 to 5. Bengali serves as the medium of instruction, reflecting the local linguistic context. Two male teachers dedicate their efforts to educating the students, while the absence of female teachers underscores the need for greater gender balance in the teaching profession within the region. The school operates on a co-educational basis, fostering an inclusive learning environment.

The lack of additional facilities, such as a library, playground, and computer-aided learning resources, emphasizes the challenges faced by MAKADDAS ALI VLPS in providing a comprehensive education. The absence of a boundary wall and electricity connection further highlights the need for infrastructural improvements to enhance the safety and learning environment. The school’s reliance on a private building suggests the community’s involvement in supporting its operations.

The school’s management operates independently of government recognition, indicating a need for external support to ensure its long-term sustainability. The head teacher, Safiquer Rahman Mazumder, along with the teaching staff, plays a vital role in providing education within the community, demonstrating their commitment and resilience in the face of limited resources.

The absence of pre-primary education and the lack of a mid-day meal program point towards potential areas for improvement to further enhance the educational experience. This also highlights the potential need for external support from NGOs or government programs designed to assist under-resourced schools.

The school’s location in a rural setting raises concerns about accessibility, particularly in challenging weather conditions. While the description mentions accessibility by all-weather roads, the overall infrastructure still presents significant challenges.

The lack of computers and digital resources in MAKADDAS ALI VLPS underscores the digital divide in rural areas, highlighting the need for initiatives to bridge this gap and integrate technology into education. The school’s commitment to providing primary education in a challenging environment underscores the critical role it plays in local community development.

The absence of toilets and a dependable source of drinking water reveals the urgent need for improved sanitation and water facilities, both crucial aspects of a healthy and safe learning environment. These basic amenities are essential to the students’ well-being and should be prioritized.

MAKADDAS ALI VLPS serves as a microcosm of the challenges and successes of rural education in Assam. While the school demonstrates the dedication of its teachers and the commitment of the community, the lack of resources and infrastructure highlights the need for greater support to enhance the educational opportunities for students.

This school’s story is a call to action for improved access to resources and infrastructural development in rural education. With appropriate support, MAKADDAS ALI VLPS can further enhance its capacity to provide quality primary education to the children of the Hailakandi community.