TACHAR ALI VLPS

TACHAR ALI VLPS was established in 1978 and it is managed by the Unrecognised. It is located in Rural area. It is located in LALA block of HAILAKANDI 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 Dilapidated 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 Provided providing mid-day meal.

TACHAR ALI VLPS: A Rural Primary School in Assam, India

TACHAR ALI VLPS, a primary school located in the rural area of LALA block, HAILAKANDI district, Assam, India, stands as a testament to the dedication of its educators. Established in 1978, this unrecognised school serves students from Class 1 to Class 5, offering a co-educational environment and a pre-primary section.

The school’s infrastructure presents challenges. The building is described as dilapidated, yet it houses a single classroom, diligently maintained for the students’ education. While lacking a boundary wall and electricity, the school’s commitment to learning remains unwavering.

The teaching staff comprises two dedicated educators: one male and one female teacher, both contributing significantly to the academic progress of the students. The head teacher, NAZIMA BEGUM MAZUMDER, leads the school’s operations, ensuring that despite its limitations, the educational process continues. The instruction medium is Bengali.

The absence of modern amenities, such as computers, a computer-aided learning lab, a library, a playground, and adequate sanitation facilities (toilets), highlights the need for further development and resource allocation. The lack of a drinking water source presents a significant concern, emphasizing the need for immediate intervention to ensure the well-being of the students.

Despite these challenges, the school’s accessibility via an all-weather road ensures that students can attend regularly, regardless of weather conditions. The academic year begins in April, following the standard academic calendar. The school’s commitment to education is evident despite its operational challenges.

The school’s management, currently designated as “Unrecognised,” may be a contributing factor to its limitations. Securing recognition could open doors to vital funding and resources, potentially leading to infrastructural improvements and the acquisition of essential resources like computers and a library.

Access to clean drinking water is a critical priority. Securing a reliable and safe source of water would significantly improve the health and well-being of both students and staff. The absence of toilets necessitates immediate attention to ensure sanitary conditions for the children.

The need for a boundary wall is also apparent. Providing a secure perimeter would enhance the safety and security of the school environment, creating a more conducive learning atmosphere.

Improving the school building’s condition is paramount. A renovated and structurally sound building would significantly enhance the learning environment, improving the safety and overall experience for the students.

Investing in resources, such as a library and playground, would create a more engaging and holistic learning experience. This would contribute not just to academic success but also to the overall development of the children.

The TACHAR ALI VLPS, despite its current limitations, demonstrates a strong commitment to providing education in a rural setting. Addressing the identified needs could transform this school into a thriving educational hub, empowering its students and the wider community.