MOYNUL HAQUE MEMO. VLPS

MOYNUL HAQUE MEMO. VLPS was established in 1983 and it is managed by the Unrecognised. It is located in Rural area. It is located in KATLICHERRA 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 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.

Moynul Haque Memo. VLPS: A Rural Primary School in Assam, India

Moynul Haque Memorial Village Primary School (VLPS), a rural primary school located in the Katlicherra block of Hailakandi district, Assam, India, serves the educational needs of the local community. Established in 1983, the school operates under unrecognised management and provides primary education from classes 1 to 5. The school’s infrastructure, however, presents challenges, highlighting the need for improvement in its facilities.

The school’s single classroom, housed in a dilapidated building, serves a co-educational student body. While lacking modern amenities such as electricity, a computer lab, and a library, the school offers instruction in Bengali, the local language. The absence of a boundary wall and playground further underscores the need for infrastructural development to provide a safer and more stimulating learning environment.

Despite the limitations in resources, the school employs two teachers – one male and one female – to cater to its students. The dedication of these teachers is crucial to the school’s functionality, providing valuable instruction despite the physical shortcomings of the school building. The head teacher, Hussain Ahmed Choudhury, leads the school’s educational efforts.

The lack of additional facilities such as a pre-primary section, computer-aided learning, and a library reveals a significant need for enhanced educational resources. The absence of a mid-day meal program also highlights a gap in providing holistic support to students. The school’s rural location further emphasizes the challenges faced in accessing quality education in remote areas.

The school’s building requires significant repair given its dilapidated condition. The limited number of classrooms (only one) restricts the school’s capacity and hampers effective teaching and learning. The lack of a boundary wall also poses safety concerns for students. The overall condition of the school infrastructure reflects a significant need for investment and improvement.

The school’s management status as “Unrecognised” indicates a lack of formal affiliation or accreditation, potentially impacting its access to funding and resources for improvement. This status underscores the need for formal recognition and support from relevant authorities.

The absence of essential amenities like electricity and drinking water points to critical infrastructure deficiencies. The lack of drinking water poses health risks to students and staff, while the absence of electricity hampers the use of educational technology and limits teaching opportunities.

The Moynul Haque Memo. VLPS serves a vital role in providing primary education in a rural area, despite its many challenges. The dedicated teachers demonstrate a commitment to their students’ education, but overcoming the existing infrastructural deficiencies is crucial to improve the quality of education provided.

The school’s geographical location further underscores the disparities in educational access across different regions. Reaching out and providing necessary support to schools in rural areas is critical to ensure equitable access to quality education.

Addressing the infrastructure deficiencies at Moynul Haque Memo. VLPS would significantly enhance the learning environment for the students. Investments in building repairs, electrification, water supply, and the provision of essential resources like a library and computers would contribute greatly to improving the quality of education.

The story of Moynul Haque Memo. VLPS highlights the need for continued investment in rural education infrastructure and resources. With proper support, this school can play a more significant role in improving the educational opportunities of children in the Hailakandi district.