NO.2 HASRAWBARI VLPS

NO.2 HASRAWBARI VLPS was established in 1979 and it is managed by the Unrecognised. It is located in Rural area. It is located in KACHUGAON block of KOKRAJHAR district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 Hand Pumps 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 Provided and Prepared in School Premises providing mid-day meal.

NO.2 Hasrawbari VLPS: A Rural Primary School in Assam

NO.2 Hasrawbari Village Lower Primary School (VLPS), a private, co-educational institution located in the rural Kachugaon block of Kokrajhar district, Assam, has served the community since its establishment in 1979. Operating under unrecognised management, this primary school provides education for students from Class 1 to Class 5, with an additional pre-primary section catering to younger learners. The school’s primary medium of instruction is Assamese.

The school’s infrastructure comprises a single classroom housed within a private building, suitable for its current student population. While lacking a boundary wall and electricity, the school offers a playground for recreational activities, and relies on hand pumps for its drinking water supply. The absence of a library is notable, reflecting a potential area for future development and resource enhancement. The school operates independently, with no indication of it functioning as a shift school or being connected to any higher-level educational boards.

The school’s dedicated teaching staff consists of two male teachers, who are committed to providing quality education to the students. The head teacher, Fazal Ali Sk., leads the school’s educational efforts, ensuring effective instruction and student well-being. The school actively engages in providing mid-day meals prepared on the school premises.

Despite its humble beginnings and limited resources, NO.2 Hasrawbari VLPS plays a crucial role in providing primary education to children in the rural community. The school’s commitment to education, even without access to advanced technology like computers or computer-aided learning, is evident in its continued operation.

The school’s location in a rural area underscores the importance of accessible education for children in remote settings. The availability of all-weather roads enhances accessibility, enabling regular attendance and reducing geographical barriers to learning. The school’s academic calendar aligns with the regional norms, beginning its academic sessions in April.

The lack of essential amenities like electricity, a boundary wall, and a library presents challenges. However, the presence of a playground highlights the school’s commitment to providing a holistic learning environment, fostering both academic growth and physical development. The school’s focus on providing mid-day meals addresses crucial nutritional needs for its students.

The school’s management structure as an unrecognised institution might pose challenges in accessing additional funding or resources. This aspect underscores the need for government support and community engagement to enhance the school’s infrastructure and resources. Future developments could include securing electrical connections, constructing a library, and potentially securing more resources to expand its capacity.

The school’s location and its provision of basic education for children in a rural setting illustrate the importance of community schools in developing areas. While facing infrastructure limitations, the school’s determined educators make a valuable contribution to the education landscape of the region.

The absence of female teachers is a noteworthy element requiring attention, aiming for gender balance and broader representation among educators. Addressing this gap could be a focus of future improvement plans. Similarly, the lack of computer resources points towards a potential for technological enhancement that could significantly benefit students.

Further development opportunities include the exploration of partnerships with local organizations or government bodies to address the needs for infrastructure enhancements, technology integration, and potentially securing recognition for the school, leading to improved resource allocation.

In conclusion, NO.2 Hasrawbari VLPS represents a vital educational hub in a rural community. Though facing challenges related to infrastructure and resources, its dedication to providing primary education reflects the enduring commitment to learning within the local community. Future improvements focused on infrastructure, resource enhancement, and teacher diversification can help this valuable school reach its full potential.