NICHAR ALI MEMO. VLPS

NICHAR ALI MEMO. VLPS was established in 1987 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.

Nichar Ali Memo. VLPS: A Rural Primary School in Assam

Nichar Ali Memorial Village Primary School (VLPS), established in 1987, serves the rural community of Katlicherra block in Hailakandi district, Assam. This unrecognised school provides primary education, catering to students from Class 1 to Class 5. The school’s primary language of instruction is Bengali.

The school building itself is described as dilapidated, a stark contrast to the vital educational role it plays. Despite its condition, the school manages to provide instruction within its single classroom. The absence of essential facilities, however, is noteworthy. There is no boundary wall, no electricity, no library, and no playground. Access to clean drinking water is also a critical concern, as the school reports having none.

The teaching staff comprises two male teachers, diligently fulfilling their roles despite limited resources. The school operates as a co-educational institution but currently does not offer pre-primary education. The head teacher, Najim Uddin Laskar, leads the school, working alongside a dedicated team.

The school’s location, while rural, is accessible via an all-weather road. The academic session begins in April, and the school aims to provide foundational education to its students. The absence of computer-aided learning, computers, and a library underscores the need for enhanced resources to support the students and teachers.

Further highlighting the challenges faced by Nichar Ali Memo. VLPS, the lack of essential amenities like toilets and ramps for disabled children presents a significant barrier to providing inclusive and equitable education. The school’s management is currently listed as unrecognised, which might affect funding and support from government sources.

The need for improved infrastructure is evident, with the dilapidated building and lack of basic amenities posing substantial challenges. The absence of toilets, electricity, and a safe drinking water source necessitates immediate attention to ensure the well-being and safety of students and staff.

The lack of a library and computer-aided learning tools severely limits the students’ access to supplementary learning materials and modern educational technologies. This underscores the crucial need for investment in educational resources to enhance the quality of education provided.

Improving the school’s infrastructure is paramount to creating a conducive learning environment. Constructing a boundary wall, providing electricity, and ensuring a reliable supply of clean drinking water are vital steps towards creating a safe and healthy learning space.

Providing access to educational resources, such as textbooks and a library, is equally crucial for enriching the learning experience and broadening the students’ knowledge base. Investing in educational technology can also significantly enhance the quality of education and provide students with valuable skills for the future.

The school’s unrecognised status needs immediate attention. Securing recognition would unlock access to vital resources and support, enabling the school to address its current infrastructural and resource limitations, ultimately improving the educational opportunities for the children of Katlicherra. This will allow Nichar Ali Memo. VLPS to better serve its community and contribute towards improved educational standards in the region.