ROYPARA BAKRIHAWAR PART-VIII VLPS

ROYPARA BAKRIHAWAR PART-VIII VLPS was established in 1978 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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. Bengali 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 Dilapidated 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 Provided providing mid-day meal.

ROYPARA BAKRIHAWAR PART-VIII VLPS: A Rural Primary School in Assam

ROYPARA BAKRIHAWAR PART-VIII VLPS, a primary school located in the rural heart of Hailakandi district, Assam, stands as a testament to the ongoing efforts to provide education in even the most remote areas. Established in 1978, this unrecognised school serves the community by offering primary education (classes 1-5) to both boys and girls. The school’s commitment to education is evident despite its limited resources.

The school building itself is described as dilapidated, a stark contrast to the ideal learning environment. However, within its single classroom, education continues. While lacking modern amenities, the school utilizes the Bengali language as its primary medium of instruction. The dedicated teaching staff, comprising two male teachers and a head teacher, Abdul Kayum, strive to provide quality education.

Despite the challenges posed by its rural setting, the school operates with a clear mission. The absence of a pre-primary section, computer-aided learning, and a library points to the need for further investment in infrastructure and resources. The lack of a boundary wall, electricity, and even basic facilities like drinking water and toilets further highlight the critical need for improvements.

The school’s location, accessible by all-weather roads, ensures some level of consistent attendance. The academic year begins in April, following a standard schedule. The absence of a playground, computers, and a library underscores the limited extracurricular activities available to the students.

The school’s management, classified as “Unrecognised,” indicates a need for formal recognition and subsequent support from the government or relevant authorities. This recognition would provide access to vital resources and funding to improve the school’s infrastructure and provide a better learning environment.

The school’s current state demands immediate attention. Investing in a new building, providing essential amenities such as electricity, clean drinking water, and functional toilets, establishing a library, and introducing computer-aided learning are paramount to enhancing the educational experience.

Addressing the lack of a boundary wall is crucial for ensuring the safety and security of the students and staff. A playground would provide valuable opportunities for physical activity and recreation, fostering overall child development.

The lack of female teachers is another area requiring attention, as gender balance in education is essential for creating a supportive and inclusive learning environment. Recruitment efforts should focus on attracting female educators to ensure a holistic approach to education.

Further improvements in infrastructure and resources are needed to offer a conducive learning environment. Providing midday meals would also address the nutritional needs of students, ensuring they have the energy to learn effectively. The school’s challenges highlight the broader issues faced by many rural schools in Assam and underscores the necessity of increased government support.

In conclusion, ROYPARA BAKRIHAWAR PART-VIII VLPS, despite its limitations, serves a vital role in providing primary education to a rural community. With increased investment and support, this school has the potential to become a beacon of educational excellence in the region. Addressing the urgent needs will ensure a brighter future for its students.