SUNA MIA VLP SCHOOL

SUNA MIA VLP SCHOOL was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in R.K NAGAR block of KARIMGANJ 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. 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 Not Provided providing mid-day meal.

SUNA MIA VLP SCHOOL: A Detailed Profile of a Rural Primary School in Assam

SUNA MIA VLP SCHOOL, located in the rural heartland of Assam, stands as a testament to the enduring pursuit of education. Established in 1982, this private, co-educational primary school caters to students from Class 1 to Class 5, playing a vital role in the community’s educational landscape. The school’s humble beginnings and continued operation highlight the dedication of its educators and the community’s commitment to learning.

Under the guidance of Head Teacher Jahangir Alam Choudhury, and a dedicated team of two male teachers, SUNA MIA VLP SCHOOL provides instruction primarily in Bengali. The school’s management is categorized as “Unrecognised,” a detail that warrants further investigation into its operational framework and support systems. The school’s rural location presents both challenges and opportunities, demanding adaptability and resourcefulness from its staff.

The school’s infrastructure is modest but functional. It boasts one classroom, ensuring that each student has access to a learning space. While the absence of a boundary wall, electricity, and playground might seem like limitations, the school’s commitment to providing a basic level of education transcends these infrastructural challenges. The school’s lack of a library and computer-aided learning further underscores the need for additional resources and support.

The provision of essential amenities such as toilets (one each for boys and girls) demonstrates a commitment to basic hygiene and sanitation, vital for the health and well-being of students. The absence of a dedicated drinking water source, however, highlights a crucial area needing immediate attention. The lack of ramps for disabled children also points towards an area needing improvement to ensure inclusivity.

The school’s curriculum focuses on primary education (Classes 1-5), with no pre-primary section currently available. The absence of a mid-day meal program might pose a significant barrier for students facing food insecurity, requiring community support or government intervention. The school’s location in the R.K Nagar block of Karimganj district, with a pincode of 788156, provides valuable geographical context.

The school’s operational structure is further illuminated by the absence of contract teachers, indicating a reliance on a small core teaching staff. The geographical coordinates (latitude: 24.67282830, longitude: 92.45970200) provide precise location data, enabling mapping and resource allocation efforts.

The lack of information regarding phone and email contact details for the school points to a need for better communication and accessibility for parents and the wider community. This limitation could be addressed through the establishment of readily available contact information. This would allow for efficient communication and collaboration with the surrounding community.

This school’s operational realities provide valuable insight into the educational challenges faced in rural Assam. While basic educational needs are met, a significant need for enhanced resources is clearly present. Improvements in infrastructure, resources, and community engagement could vastly enhance the learning experience for the students of SUNA MIA VLP SCHOOL.

This profile underscores the importance of continued support for rural schools like SUNA MIA VLP SCHOOL. Investing in these institutions is vital not only for providing quality education but also for fostering community development and empowering future generations. Addressing the existing infrastructural deficiencies and resource limitations would significantly boost the school’s potential.

The data presented paints a picture of a resilient school navigating challenges while upholding its core mission. However, targeted interventions focused on improving infrastructure, resource allocation, and community engagement could significantly enhance its effectiveness and positively impact the educational outcomes for its students. Further research and analysis could offer more profound insights into the school’s operations and the broader context of rural education in Assam.