POYESTI KATHULIPARA VLP SCHOOL

POYESTI KATHULIPARA VLP SCHOOL was established in 1990 and it is managed by the Unrecognised. It is located in Rural area. It is located in BILASIPARA 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 Not Applicable providing mid-day meal.

Poyesti Kathulipara VLP School: A Detailed Overview

Poyesti Kathulipara VLP School, located in the rural area of Bilasipara block, Dhubri district, Assam, is a primary school offering classes from 1 to 5. Established in 1990, this co-educational institution is managed by an unrecognized body and features a pre-primary section. Instruction is primarily conducted in Assamese.

The school’s infrastructure comprises a single classroom housed within a private building. While lacking essential amenities such as electricity, a boundary wall, a playground, and a library, the school strives to provide basic education to its students. The absence of these facilities underscores the need for further development and support to enhance the learning environment.

The school’s faculty consists of three teachers: two male and one female. The absence of specialized facilities such as computer-aided learning or a computer lab highlights the challenges faced in delivering a comprehensive education. The lack of a library further limits students’ access to diverse learning resources.

The school’s management operates under the umbrella of an unrecognized body, indicating a need for official recognition to improve its standing and access to potential funding and resources. The head teacher, Somir Uddin Ahmed, leads the school’s efforts to provide education within the constraints of limited resources. The school’s dependence on a private building highlights the need for improved infrastructure to guarantee a safe and conducive learning space.

The lack of drinking water facilities raises concerns about students’ well-being, emphasizing the importance of improving sanitation and health provisions. The absence of toilets also poses significant hygiene challenges. The school’s rural setting presents unique logistical hurdles in securing basic amenities and necessitates community support to overcome these challenges.

The school’s reliance on Assamese as the sole medium of instruction may limit access for students from diverse linguistic backgrounds. The school operates under the “Others” board for class 10 and 10+2, suggesting a need for clarity regarding its affiliation and accreditation.

The school’s operational challenges underline the need for community engagement and government support. Improved infrastructure, including electricity, toilets, a library, and a playground, are critical for enhancing the educational experience. Securing sufficient drinking water is equally crucial to safeguard students’ health.

The absence of computer-aided learning and computers in general hinders students’ access to modern educational tools and potentially limits their preparedness for the future. Addressing these needs requires collaborative efforts from local authorities, NGOs, and community members.

Investing in teacher training and professional development could significantly improve the quality of education delivered. Providing resources to develop the library and expand the range of teaching materials would greatly enhance students’ learning opportunities. The addition of a computer lab and access to computer-aided learning could bridge the technological gap and provide students with valuable skills for the future.

The Poyesti Kathulipara VLP School represents a significant educational resource within its community, but its limitations highlight the urgent need for improvements in infrastructure, resources, and overall support to ensure its students receive a comprehensive and enriching education. Further efforts toward formal recognition and increased funding would greatly benefit the school and its students.