ROSHID MEMORIAL GIRLS VLP SCHOOL

ROSHID MEMORIAL GIRLS 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 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. 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 but not Prepared in School Premises providing mid-day meal.

Roshid Memorial Girls VLP School: A Profile of a Rural Primary School in Assam

Roshid Memorial Girls VLP School, established in 1990, serves the rural community of Bilasipara in the Dhubri district of Assam. This private, unrecognised school provides primary education, catering to students from Class 1 to Class 5. The school’s unique character is shaped by its location, resources, and the dedication of its teaching staff.

Instruction at Roshid Memorial is conducted in Assamese. Three male teachers form the core teaching staff, guiding students through the primary curriculum. The school operates within a single classroom, indicative of its modest scale and resources. Interestingly, despite being named “Girls VLP School”, the school is co-educational, demonstrating a commitment to providing equal educational opportunities. The lack of a pre-primary section suggests a focus solely on primary-level education.

The school’s infrastructure reflects its limitations. While it boasts a playground, vital for physical activity and recreation, it lacks crucial amenities such as a boundary wall, electricity, and a library. Furthermore, the absence of drinking water facilities underscores a need for improved infrastructure to enhance the learning environment. The absence of computer-aided learning and computers highlights a reliance on traditional teaching methods.

The school’s management structure is noteworthy. Classified as “Unrecognised,” it operates independently without the formal backing of a larger educational institution. This status likely influences the school’s resource allocation and access to support programs. The head teacher, Abdul Hakim, plays a pivotal role in overseeing the school’s operations and fostering a conducive learning environment within the existing constraints.

The school’s mid-day meal program is noteworthy. Meals are provided but prepared off-site, highlighting the community’s involvement in supporting students’ nutritional needs. The absence of a pre-primary section and the lack of female teachers present an opportunity for future development and enhancement of the school’s diversity and inclusiveness.

The school’s location in a rural setting adds another layer to its profile. Accessibility is a crucial factor, and while the description notes all-weather road access, logistical challenges inherent in serving a rural community must be considered. The beginning of the academic session in April aligns with the broader educational calendar in the region.

Roshid Memorial Girls VLP School, despite its resource limitations, stands as a testament to the dedication of its teachers and the community’s commitment to providing primary education. The absence of certain amenities highlights the need for investment in educational infrastructure in rural areas. The school’s co-educational nature and its provision of mid-day meals underscore its efforts to support the community’s educational needs.

The school’s classification as “Unrecognised” presents both challenges and opportunities. While it lacks the backing of a larger educational system, it also offers the potential for flexibility and adaptation to the specific needs of its student population. Future growth could involve securing recognition, upgrading facilities, and expanding resources to enhance the quality of education provided.

The school’s rural location presents both challenges and opportunities. While access to resources may be limited, the close-knit community can provide valuable support and engagement in the school’s development. This unique aspect of its identity requires consideration in educational planning and policy-making.

Looking ahead, Roshid Memorial Girls VLP School’s continued operation and improvement hinge on collaborative efforts between the community, the school management, and relevant educational authorities. By addressing its infrastructural needs and providing additional resources, the school can enhance its educational offerings and foster a richer learning experience for its students.