SAHANANDA VLPS

SAHANANDA VLPS was established in 1979 and it is managed by the Unrecognised. It is located in Rural area. It is located in KATLICHERRA block of HAILAKANDI 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. 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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.

SAHANANDA VLPS: A Rural Primary School in Assam, India

SAHANANDA VLPS, a primary school located in the rural KATLICHERRA block of HAILAKANDI district, Assam, India, offers a glimpse into the educational landscape of a remote Indian village. Established in 1979, this unrecognised school provides primary education (grades 1-5) to the local community. The school’s infrastructure presents a picture of both resilience and need.

The school building, described as dilapidated, houses a single classroom, a testament to the challenges faced in providing adequate learning spaces. Despite its limitations, the school functions as a co-educational institution, including a pre-primary section, serving the educational needs of both boys and girls. The instruction medium is Bengali, reflecting the local linguistic landscape.

The teaching staff comprises two teachers—one male and one female—dedicated to educating the children. The head teacher, SUBRAJIT PAUL, leads the school’s efforts, ensuring the continuity of education amidst infrastructural constraints. The absence of a computer lab and computers underscores the need for technological upgrades in the school.

The school’s access to basic amenities is limited. While drinking water is sourced from a well, the lack of electricity presents a significant obstacle. The dilapidated condition of the building, coupled with the absence of a playground and library, highlights the need for infrastructural development. Furthermore, the school does not provide midday meals, potentially impacting students’ nutritional well-being.

The school’s rural location presents unique challenges regarding accessibility. While described as approachable by an all-weather road, the overall condition of this road is not specified, possibly influencing attendance during inclement weather. The school’s proximity to the village is, however, beneficial, facilitating access for students living nearby.

The absence of toilets further highlights the need for improved sanitation facilities, crucial for the health and hygiene of the students. The lack of ramps indicates the school’s current inability to accommodate children with disabilities. This necessitates the implementation of inclusive measures to cater to the diverse learning needs within the community.

The management’s unrecognised status potentially limits access to government support and resources. This status impacts the school’s capacity to address its infrastructural deficiencies and improve the overall learning environment. Securing recognition could unlock opportunities for funding and improvement.

The SAHANANDA VLPS plays a vital role in providing education to children in a remote area. Despite its challenges and the need for upgrades, the dedication of the teachers and the school’s existence underscore the community’s commitment to education, even under difficult circumstances.

Looking ahead, addressing the school’s infrastructural needs, particularly upgrading the building, providing electricity, constructing toilets, and establishing a library and playground are crucial for enhancing the educational experience. Furthermore, securing recognition for the school would open up avenues for sustainable improvement and access to government support.

In conclusion, SAHANANDA VLPS represents a significant, though challenged, educational institution serving a rural community. With appropriate support and investment, it has the potential to become a more robust and effective center of learning for the children of KATLICHERRA.