SISTEE KALIBARI VLPS

SISTEE KALIBARI VLPS was established in 1990 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 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.

SISTEE KALIBARI VLPS: A Rural Primary School in Assam

SISTEE KALIBARI VLPS, a primary school located in the rural GOSSAIGAON block of KOKRAJHAR district, Assam, offers a glimpse into the educational landscape of a rural Indian community. Established in 1990, this unrecognised school plays a vital role in providing primary education to the children of the area.

The school’s infrastructure consists of a single classroom housed in a private building, highlighting the resource constraints often faced by schools in rural settings. Despite its limited resources, SISTEE KALIBARI VLPS provides a crucial educational foundation for its students, catering to children from Class 1 to Class 5.

The school’s teaching staff comprises four teachers, including two male and two female educators, along with a head teacher, SANTOSH BASKEY. This dedicated team works tirelessly to impart knowledge and skills to its students, utilizing Assamese as the primary language of instruction.

The curriculum focuses on foundational primary education, with the school offering a pre-primary section for younger children, ensuring a smooth transition to formal schooling. The school operates as a co-educational institution, welcoming both boys and girls.

The school’s location in a rural area presents certain challenges. The lack of boundary walls, electricity, a library, a playground, computers, and even a reliable source of drinking water underscore the need for increased support and infrastructure development.

Despite the lack of modern amenities like computers or computer-aided learning, the dedicated staff at SISTEE KALIBARI VLPS strive to provide quality education to the children under their care. The absence of these technological tools highlights a broader disparity in educational resources between urban and rural areas.

The school’s management status as “Unrecognised” reflects the complexities faced by many such institutions in India, often hindering access to crucial resources and government support. This status underscores the need for increased government intervention and support to uplift these essential community institutions.

The commitment of the teachers, despite these limitations, showcases their dedication to providing a strong educational base for their students. Their hard work helps shape the future of the community, ensuring that these children receive the education they need to thrive.

Despite its challenges, SISTEE KALIBARI VLPS remains an important pillar of the community, providing a crucial educational foundation for its students. The school’s existence highlights the vital role of such institutions, particularly in rural areas where access to education can be limited.

The school’s story serves as a reminder of the ongoing need for investment and support for educational institutions, especially in underserved communities. Initiatives aimed at bridging the educational gap, particularly in rural areas, are crucial for ensuring that all children have access to quality education, irrespective of their geographical location.