SANKAR AZAN PRATHAMIK BIDYALAYA VLPS

SANKAR AZAN PRATHAMIK BIDYALAYA VLPS was established in 1994 and it is managed by the Unrecognised. It is located in Rural area. It is located in GOSSAIGAON block of KOKRAJHAR 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 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.

Sankara Azan Prathamik Bidyalaya VLPS: A Comprehensive Overview

Sankara Azan Prathamik Bidyalaya VLPS, a primary school located in the rural GOSSAIGAON block of KOKRAJHAR district, Assam, India, offers a glimpse into the educational landscape of a remote area. Established in 1994, this unrecognised school plays a crucial role in providing primary education to the community.

The school’s infrastructure consists of a single classroom within a private building, highlighting the resource constraints faced by many such institutions. While lacking essential amenities like electricity, boundary walls, a library, and a playground, the school strives to provide a basic level of education. The absence of these resources underscores the need for increased government support and community involvement to improve the learning environment.

Instruction is conducted entirely in Assamese, reflecting the local linguistic context. The school caters to students from Class 1 to Class 5, providing a fundamental education for young children. The school is co-educational, serving both boys and girls, and is managed by an unrecognised authority, which often presents challenges in terms of access to funding and resources.

With a total of two male teachers and a head teacher, HOSSAN ALI, the school maintains a small teaching staff dedicated to providing instruction. The lack of female teachers, pre-primary sections, or computer-aided learning facilities illustrates the significant challenges these schools face in offering comprehensive and modern education.

The school’s accessibility is ensured through an all-weather road, while the academic session commences in April, aligning with the broader academic calendar in the region. The absence of a mid-day meal program further points to the significant socioeconomic disparities present in the region, potentially affecting student attendance and overall well-being.

The limited resources at Sankara Azan Prathamik Bidyalaya VLPS underscore the pressing need for educational investment in rural areas. The absence of crucial amenities such as a library, computers, and proper sanitation facilities impedes the quality of education provided.

The school’s rural location presents unique challenges, including limited access to technology and resources. The school’s management status as “Unrecognised” presents additional hurdles in obtaining funding and support, emphasizing the importance of government recognition and support for such institutions.

Despite these challenges, Sankara Azan Prathamik Bidyalaya VLPS remains a vital educational institution for the local community. The dedication of its teachers and the commitment to providing basic education, despite limited resources, are commendable.

Addressing the infrastructural deficiencies and resource gaps will significantly enhance the quality of education offered. Improved access to technology, better sanitation facilities, and the addition of a library and playground will create a more conducive and stimulating learning environment.

The successful integration of modern teaching methods and technologies, along with improved teacher training, would empower the school to deliver a more effective curriculum, thereby enhancing students’ learning experiences. Continued community involvement and government support are crucial for the school’s long-term success and ability to serve the educational needs of the local population.