MOSAN MIA VLPS

MOSAN MIA 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 Applicable providing mid-day meal.

MOSAN MIA VLPS: A Rural Primary School in Hailakandi, Assam

MOSAN MIA VLPS, a primary school located in the rural heart of Hailakandi district, Assam, stands as a testament to the ongoing efforts to provide education in underserved areas. Established in 1978, this unrecognised school serves a vital role in the community, offering primary education to children from Class 1 to Class 5.

The school’s infrastructure, while modest, reflects its commitment to education. Housed in a private building, it boasts one classroom dedicated to instruction. The school operates without electricity, a boundary wall, a library, or a playground, highlighting the challenges faced in providing a comprehensive learning environment. The lack of a library also means the absence of books, further impacting educational resources. The absence of drinking water facilities is also a significant concern, underscoring the need for improved infrastructure.

The school’s faculty consists of two male teachers, dedicated to educating the students. The school utilizes Bengali as its primary medium of instruction, catering to the local linguistic needs of the community. The head teacher, ALI HUSSAIN LASKAR, leads the school’s efforts in providing a quality education despite the resource constraints.

The school’s co-educational nature emphasizes its inclusivity, while the absence of a pre-primary section suggests a focus on primary-level education. The school’s classification as “Others” for both Class 10th and 10+2 boards indicates a flexible approach to curriculum and assessment, potentially catering to diverse educational pathways.

Despite the limitations, the school’s location makes it accessible throughout the year via all-weather roads. The academic session commences in April, adhering to a standard academic calendar.

The absence of computers, a computer-aided learning lab, and ramps for disabled children highlights areas where improvements are needed to ensure accessibility and enhance the learning experience. The school’s management remains unrecognised, which may contribute to the challenges in securing resources and support.

The need for improved infrastructure is evident. The lack of basic amenities such as electricity, a boundary wall, a library, a playground, and reliable drinking water sources underscores the need for investment to create a safer, more conducive learning environment for students.

Addressing these infrastructural gaps is crucial for enhancing the educational experience at MOSAN MIA VLPS. Providing electricity would significantly improve the learning environment, while the construction of a boundary wall would enhance safety and security. A library, stocked with books, would enrich the learning resources available to students, and a playground would foster physical activity and social development. Ensuring a reliable source of drinking water is paramount for student health and well-being.

Securing recognition for the school would open doors to additional funding and support, enabling upgrades and improvements. This recognition would provide access to resources that could address the existing infrastructural deficiencies and enhance the overall quality of education provided.

Improving the school’s facilities would not only enhance the learning environment for the students but also contribute to the overall well-being of the community. Investments in this rural school are investments in the future of the children and the community it serves.

In conclusion, MOSAN MIA VLPS, despite facing significant challenges related to infrastructure and resources, remains a beacon of hope for primary education in its community. Addressing the infrastructural needs and seeking recognition for the school will significantly enhance its capacity to provide quality education to the children of Hailakandi.