RAJABALA CHOTO PATAKATA VLPS

RAJABALA CHOTO PATAKATA VLPS 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 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.

Rajabala Choto Patakata VLPS: A Rural Primary School in Assam

Rajabala Choto Patakata VLPS, a primary school nestled in the rural heart of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1986, this unrecognised school plays a vital role in providing basic education to the community. Its single classroom, housed in a private building, serves students from Class 1 to Class 5. Despite its modest infrastructure, the school boasts a dedicated teaching staff committed to imparting knowledge.

The school’s curriculum is conducted entirely in Assamese, reflecting the local linguistic landscape. Two male teachers provide instruction to the students, ensuring that educational opportunities reach the children of the area. The school also includes a pre-primary section, catering to even younger learners. The school operates under the ‘Others’ board classification for both Class 10 and Class 10+2 examinations, highlighting its unique position within the educational system.

The co-educational environment fosters inclusivity and provides a supportive learning environment for all students. Mid-day meals are provided and prepared on-site, ensuring that students receive adequate nourishment alongside their education. This crucial aspect of the school’s function addresses issues of food security among students, aiding concentration in classrooms.

The school’s location in a rural setting presents unique challenges, but also provides it with the opportunity to specifically serve a community often overlooked. The playground offers a valuable space for recreation and physical activity, essential for the overall development of the children.

While the school lacks some amenities common in urban institutions, such as electricity, a boundary wall, a library, and computer-aided learning facilities, its focus remains firmly on providing a foundational education. The absence of these features underscores the ongoing need for improved infrastructure and resource allocation to rural educational settings.

The school’s leadership is provided by a single head teacher, Sayed Ali Akond, who provides invaluable guidance and support to the teaching staff. The dedicated efforts of the head teacher and the teaching staff are critical to the success of the school.

The availability of a pre-primary section speaks to the school’s commitment to providing early childhood education. This demonstrates a recognition of the importance of early intervention in shaping a child’s educational trajectory.

Despite the school’s limitations, it functions as a significant pillar within its community. It serves as a testament to the resilience and dedication of educators striving to provide basic education in challenging circumstances. The school’s very existence highlights the importance of continued support for rural schools.

The school’s geographical coordinates (25.85315130 latitude, 89.99785320 longitude) and pincode (783127) provide valuable information for locating the institution on maps and facilitating communication. Further information can possibly be obtained by directly contacting the school’s head teacher.

The Rajabala Choto Patakata VLPS stands as a testament to the importance of education in rural communities and the dedicated efforts of those who work to ensure that children have access to learning opportunities, irrespective of the challenges they face. The school’s existence highlights the need for continuous investment and support for under-resourced schools in remote areas.