SUKHTALA PT-III VLP SCHOOL

SUKHTALA PT-III VLP SCHOOL was established in 1984 and it is managed by the Unrecognised. It is located in Rural area. It is located in NARSINGPUR block of CACHAR 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 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 Provided and Prepared in School Premises providing mid-day meal.

Sukhtala PT-III VLP School: A Comprehensive Overview

Sukhtala PT-III VLP School, a private primary school located in the rural area of Narsingpur block, Cachar district, Assam, has been educating children since its establishment in 1984. Operating under the unrecognised management category, the school caters to students from Class 1 to Class 5, offering a co-educational environment with an attached pre-primary section. The school’s primary language of instruction is Bengali.

Academic Structure and Facilities:

The school’s academic structure focuses on primary education, encompassing classes from 1 to 5. It boasts a single classroom, equipped to provide a suitable learning environment for its students. A dedicated room serves the head teacher, ensuring efficient school administration. The school operates without a boundary wall, lacks an electricity connection, and does not have a library or playground. The absence of ramps indicates a need for future accessibility improvements.

Staff and Resources:

The school’s faculty comprises a head teacher and one male and one female teacher, totaling two educators. This small but dedicated team delivers education to the students. The school provides mid-day meals, prepared and served on the premises, ensuring that students’ nutritional needs are addressed.

Accessibility and Infrastructure:

Situated in a rural area, the school is accessible via an all-weather road, guaranteeing consistent accessibility throughout the year. The school building itself is privately owned and maintained. The lack of a boundary wall, electricity, and other amenities, however, highlights areas for potential improvements and expansion.

Water and Sanitation:

Currently, the school lacks a reliable source of drinking water, presenting a critical need for improvement. Similarly, the absence of toilets presents a significant challenge in maintaining hygiene and sanitation.

Technology and Resources:

The school does not possess computers or a computer-aided learning lab, indicating a reliance on traditional teaching methods. The absence of a library and its associated resources presents a limitation in enriching the learning experience.

Future Development and Needs:

Sukhtala PT-III VLP School’s current infrastructure and resource limitations point to a need for significant investment in facilities and resources. The lack of basic amenities such as drinking water, toilets, and electricity poses significant challenges for both the students and faculty. Moreover, the addition of technological resources and a library would significantly enhance the educational opportunities offered.

Community Engagement and Support:

The continued operation and success of Sukhtala PT-III VLP School rely heavily on community engagement and external support. Addressing the identified infrastructure and resource gaps requires collaborative efforts from local authorities, non-governmental organizations, and philanthropic initiatives.

Conclusion:

Sukhtala PT-III VLP School plays a vital role in providing primary education to children in a rural area. However, improvements in infrastructure, resources, and accessibility are crucial to enhancing the quality of education and ensuring a safe and nurturing learning environment. Addressing the school’s needs through community partnerships and external support can significantly impact the students’ future and the community’s overall development.

Call to Action: Support initiatives aimed at improving the infrastructure and resources of Sukhtala PT-III VLP School to provide a better learning environment for its students.