MOULANA A.K AZAD HANDICAPPED LPS

MOULANA A.K AZAD HANDICAPPED LPS was established in 2003 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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.

Moulana A.K Azad Handicapped LPS: A Detailed Profile of a Rural Primary School in Assam

Moulana A.K Azad Handicapped LPS, a primary school located in the rural heartland of Hailakandi district, Assam, stands as a testament to the ongoing effort to provide education in underserved areas. Established in 2003, this co-educational institution caters to students from Class 1 to Class 5, offering instruction primarily in Bengali. The school’s management is currently unrecognized, highlighting the challenges faced in providing consistent support and resources.

The school building itself presents a picture of need, described as dilapidated. Despite this, the school functions with a single classroom, indicating the dedication of teachers and staff in providing educational opportunities under less-than-ideal circumstances. The school’s infrastructure is further challenged by the absence of electricity, compounding the difficulties of providing a conducive learning environment. While the school is surrounded by a pucca (brick) boundary wall, it is reported to be broken, necessitating repairs for security and maintenance.

Water is sourced from a functional well, ensuring access to this essential resource for both students and staff. However, the lack of a playground and library restricts extracurricular activities and access to learning resources beyond the curriculum. Furthermore, the absence of computer-aided learning and computers themselves underscores the digital divide faced by this rural school.

The school’s faculty comprises six teachers, five male and one female, highlighting a gender imbalance in the teaching staff. The dedicated head teacher, Ikbal Hussain Mazumder, leads the team, ensuring the continuity of educational provision. The school operates within a simple structure, with a single room for the head teacher and two additional rooms designated for non-teaching purposes. There are no pre-primary sections or contract teachers currently associated with the school. The school does not provide mid-day meals, placing additional responsibility on families to ensure their children are adequately nourished.

Despite these infrastructural and resource limitations, Moulana A.K Azad Handicapped LPS persists in its mission to educate children in a remote area. The commitment of its teachers to provide a quality education under challenging circumstances is commendable, though it underscores the urgent need for improved infrastructure and resources to create a more conducive learning environment. The school’s location in a rural setting, accessibility via an all-weather road, and commencement of the academic year in April all contribute to the specific challenges and opportunities within its context.

The absence of ramps for disabled children also highlights the need for inclusive design and modifications to ensure the full participation of all students. The school’s ongoing operation, despite its challenges, underscores the crucial role of education in uplifting rural communities. The need for sustainable improvements, including building renovations, provision of essential amenities like electricity and computers, and support for improving the overall learning environment, remains a crucial factor in ensuring the school’s future success.

The profile of Moulana A.K Azad Handicapped LPS, therefore, presents a complex picture of both dedication and need. Addressing the infrastructure deficits and resource limitations is essential to enhancing the quality of education provided and ensuring the school’s continued contribution to the community. The school’s survival and commitment to its students despite these obstacles highlight the importance of ongoing support and investment in educational initiatives in rural areas.

This comprehensive profile of Moulana A.K Azad Handicapped LPS aims to shed light on the realities of providing education in underserved areas, highlighting both the challenges and the resilience of the school community. By understanding these realities, we can better support schools like this one and strive to provide every child with a quality education. The school serves as a poignant reminder of the disparities in educational resources and the crucial role of sustained investment in bridging these gaps.