MANULLA PARA TINI ALI VLPS

MANULLA PARA TINI ALI VLPS was established in 1980 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 Not Provided providing mid-day meal.

MANULLA PARA TINI ALI VLPS: A Rural Primary School in Assam

MANULLA PARA TINI ALI VLPS, a primary school located in the rural area of Mankachar block, Dhubri district, Assam, has served the community since its establishment in 1980. Operating under unrecognised management, this co-educational institution provides education from Class 1 to Class 5, using Assamese as the primary language of instruction. The school’s single classroom is housed in a private building, signifying its reliance on community support and the dedication of its educators.

The school’s dedicated team consists of two male teachers and a head teacher, Kazi Poran Ahmed, who guide the students through their primary education. Despite lacking certain amenities, the school prioritizes providing a suitable learning environment for its students. The presence of a playground indicates an effort to foster physical activity and holistic development alongside academic learning.

While the school currently lacks essential facilities like electricity, a boundary wall, and a library, the presence of a playground highlights a commitment to providing a space for physical activity and recreation. The absence of a library and computer-aided learning facilities underscores the need for additional resources and infrastructural development to fully support the students’ educational journey.

The absence of drinking water facilities is a significant concern, highlighting the need for immediate intervention to ensure the students’ well-being. The lack of toilets further emphasizes the urgent need for improvement in the school’s basic infrastructure. Addressing these infrastructural deficiencies is crucial for providing a healthy and conducive learning environment for the students.

The school’s reliance on a private building and its unrecognised management status also indicate a need for greater support from local authorities and educational organizations. Securing official recognition would unlock access to more resources and funding, enabling crucial improvements in infrastructure and facilities. This, in turn, would enhance the quality of education and provide better opportunities for the students.

Despite these challenges, the dedication of the teaching staff and the presence of a playground showcase the school’s commitment to providing education to the children in the community. The school’s rural location highlights the importance of supporting educational initiatives in underserved areas. The availability of all-weather road access is a positive factor, ensuring easier accessibility for students and staff.

The academic year commences in April, aligning with the broader educational calendar in the region. The school’s focus on primary education underscores its vital role in laying the foundation for the students’ future academic pursuits. The absence of pre-primary sections suggests potential opportunities for expansion and diversification of educational services offered.

The information provided reveals that the school does not provide meals to the students. This aspect presents an opportunity to explore partnerships with local organizations or government programs to implement a mid-day meal scheme. This initiative would address nutritional needs and potentially improve student attendance and academic performance.

The absence of ramps for disabled children indicates a need to enhance accessibility. Incorporating inclusive design features in any future infrastructure upgrades would ensure that all students have equal opportunities to access education. This would demonstrate a commitment to inclusive education and equal opportunities for all learners.

The school’s code, “18020604314,” serves as a unique identifier within the larger educational system of Assam. The detailed information about the school’s characteristics, including its management, facilities, and teaching staff, provides valuable insights into its operational context and challenges. This detailed profile is useful for organizations seeking to support rural schools and improve educational outcomes in underserved communities.

In conclusion, MANULLA PARA TINI ALI VLPS serves as a testament to the dedication of educators in rural Assam, striving to provide basic education despite limited resources. By addressing the identified needs, this school can further enhance the quality of education and provide a more conducive learning environment for its students, empowering them for a brighter future. Support and collaboration are key to unlocking the school’s full potential and ensuring its long-term success.