POYESTI ASSAMER ALGA VLP

POYESTI ASSAMER ALGA VLP was established in 1986 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH SALMARA block of DHUBRI 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 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 Provided and Prepared in School Premises providing mid-day meal.

POYESTI ASSAMER ALGA VLP: A Detailed Profile of a Rural Primary School in Assam, India

POYESTI ASSAMER ALGA VLP is a primary school located in the rural areas of South Salmara block, Dhubri district, Assam, India. Established in 1986, this unrecognised school plays a vital role in providing education to children in the region. Its unique characteristics and operational details offer valuable insights into the educational landscape of rural Assam.

The school’s infrastructure is modest, comprising a single classroom housed in a private building. While lacking certain amenities, its focus on providing quality education remains paramount. The school’s primary instruction medium is Assamese, reflecting the local linguistic landscape. Its co-educational nature ensures equal opportunities for both boys and girls. The school offers pre-primary education, catering to the youngest learners in the community.

The academic curriculum covers classes 1 through 5, focusing on fundamental primary education. The school’s management, categorized as “Unrecognised,” highlights the need for further support and recognition to enhance its resources and capabilities. The school’s teaching staff consists of two teachers – one male and one female – who are dedicated to providing instruction to the students.

The school’s location in a rural area presents both opportunities and challenges. The accessibility of the school via an all-weather road is a significant advantage, ensuring that students can attend regardless of weather conditions. The school year commences in April, aligning with the academic calendar of the region.

Despite the limitations in infrastructure, the school demonstrates a commitment to student well-being. It provides mid-day meals, prepared and served on the school premises, ensuring that students receive proper nourishment during their school day. This crucial aspect of the school’s operations underlines its dedication to the holistic development of its students.

While the school lacks modern facilities like computers and a computer-aided learning lab, it maintains a focus on core academic instruction. The absence of a library and playground, while limiting extracurricular activities, does not diminish the significance of the school’s educational role in the community. The lack of a boundary wall and electricity connection underscore the need for infrastructural improvements. The absence of toilets further highlights areas requiring attention and resource allocation.

The school’s head teacher, Anwara Khatun, leads the dedicated team of educators. Their collective effort ensures that children in the rural area have access to primary education. The school’s operations are noteworthy, demonstrating resilience and commitment in the face of resource constraints.

The future development of POYESTI ASSAMER ALGA VLP hinges on securing recognition and access to additional resources. Investments in infrastructure, including the addition of toilets, electricity, and a boundary wall, are crucial steps towards improving the learning environment and fostering a safe and healthy atmosphere for students. Similarly, acquiring computers and establishing a library would enhance the quality of education provided.

The absence of certain amenities should not overshadow the vital role POYESTI ASSAMER ALGA VLP plays in the community. Its dedication to providing primary education to children in a rural setting underscores the importance of supporting such schools. With further investment and support, this school can continue its valuable contribution to the educational development of the region. The school’s success story lies in the unwavering commitment of its teachers and the community it serves.