SC PARA VLP SCHOOL

SC PARA VLP SCHOOL was established in 1991 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH KARIMGANJ block of KARIMGANJ 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 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 1 boys toilet and it is functional. and 1 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 Provided and Prepared in School Premises providing mid-day meal.

SC PARA VLP SCHOOL: A Detailed Profile of a Rural Primary School in Assam, India

SC PARA VLP SCHOOL, established in 1991, is a private, co-educational primary school located in the rural heart of the SOUTH KARIMGANJ block in KARIMGANJ district, Assam, India. Operating under unrecognised management, the school serves students from Class 1 to Class 5, with a notable inclusion of a pre-primary section. Instruction is delivered in Bengali, catering to the local linguistic needs of the community.

The school’s infrastructure, while modest, includes a single classroom housed within a private building. The school boasts a dedicated room for the head teacher, as well as an additional space allocated for non-teaching activities. Despite its limited resources, the school prioritizes student well-being, providing mid-day meals prepared on the school premises. This commitment underscores the school’s dedication to supporting its students’ holistic development.

The school’s facilities are basic, but functional. Separate boys’ and girls’ toilets ensure sanitation and privacy. However, the school lacks a boundary wall, electricity connection, library, playground, and computer-aided learning facilities. The absence of a library and computers highlights the need for enhanced learning resources. Similarly, the lack of a playground limits opportunities for physical activity and recreation.

The school’s teaching staff comprises a head teacher and one male and one female teacher, totaling two teachers dedicated to educating the young minds in the community. The school’s management does not include any contract teachers. The head teacher, Momotaz Begum, plays a crucial role in guiding the school’s operations and ensuring its continued service to the local community.

The absence of electricity and a reliable source of drinking water presents significant challenges to the school’s day-to-day operations. Addressing these infrastructural deficiencies would significantly improve the learning environment and overall well-being of the students and staff. The school’s rural location necessitates consideration of accessibility improvements for students with disabilities; currently, ramps for disabled children are unavailable.

While the school strives to provide quality education, the lack of computers and a library represents significant limitations. Introducing computer-aided learning and establishing a well-stocked library could dramatically enhance the quality of education provided. The school’s academic focus remains on providing a strong foundation in primary education.

The school’s dedication to providing mid-day meals underscores its commitment to student welfare, addressing a critical need for nutritional support among its students. The school’s operation within a rural setting underscores the importance of community-based education initiatives in bridging educational disparities.

SC PARA VLP SCHOOL, despite its challenges, stands as a testament to the community’s dedication to education. With further investment in infrastructure and resources, the school has the potential to significantly contribute to the educational advancement of the children in the SOUTH KARIMGANJ area.

Further development and expansion of facilities are crucial for enhancing the school’s capacity to deliver high-quality education and create a more conducive learning environment. Support from local authorities, NGOs, or private donors could help overcome the identified limitations and foster a more enriching educational experience for the students. The school’s commitment to education, despite limited resources, exemplifies the importance of access to education, even in remote and underserved communities.

The information provided above reflects the current status of SC PARA VLP SCHOOL. For the most up-to-date details, it is recommended to contact the school directly.