TELTARY NAYA GAON VLPS

TELTARY NAYA GAON VLPS was established in 1986 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH SALMARA block of DHUBRI 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. 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 Provided and Prepared in School Premises providing mid-day meal.

Teltary Naya Gaon VLPS: A Rural Primary School in Assam

Teltary Naya Gaon Village Level Public School (VLPS), located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1986, this unrecognised school provides primary education (Classes 1-5) to students in the South Salmara block of Dhubri district. The school’s commitment to education is evident despite its limited resources.

The school’s infrastructure consists of a single classroom housed in a private building. While basic, this classroom serves as the hub of learning for the students. The lack of a boundary wall highlights the need for community support and investment in infrastructure. The absence of electricity further emphasizes the challenges faced by the school in providing a conducive learning environment. The lack of a library and playground reflects limitations in resources, yet the school’s dedication to learning persists.

The teaching staff comprises three dedicated teachers: two male and one female. These individuals play a crucial role in shaping young minds, delivering education in Assamese, the local language. Their commitment is key to the educational progress made within the school. The school’s management acknowledges the need for additional resources and improved infrastructure.

Despite the lack of amenities such as computers, a computer-aided learning lab, and a library, the school provides mid-day meals, prepared on-site. This vital service ensures that students receive nourishment alongside their education. This effort is commendable and highlights a significant focus on the holistic wellbeing of the students.

The school’s head teacher, Mozibar Rahman Ansari, plays a pivotal role in leading and guiding the teaching staff. The cohesive team works collectively to provide quality education to the children. Their dedication in spite of challenging circumstances is noteworthy.

The school’s rural location presents unique challenges, but the administration’s commitment to education remains unwavering. The absence of ramps for disabled students highlights a need for future improvements in accessibility, showcasing an area for potential growth and investment. The school’s focus on providing a quality education despite its limitations is admirable.

Looking ahead, the school could benefit from significant improvements in infrastructure, resources, and technology. The addition of a library, a playground, and essential facilities like electricity would greatly enhance the learning experience for students. These improvements would foster a more comprehensive and stimulating educational environment.

Furthermore, access to computers and a computer-aided learning lab would introduce students to modern technology and prepare them for the future. These technological advancements would bridge the digital divide and equip students with the necessary skills to succeed in the 21st century.

Community involvement and government support are critical for the development of Teltary Naya Gaon VLPS. Partnerships could help secure funding for infrastructure upgrades, resource acquisition, and teacher training programs. This collaborative approach is essential for creating a more sustainable and impactful learning environment.

In conclusion, Teltary Naya Gaon VLPS, though facing numerous challenges, stands as a testament to the dedication of its teachers and the community’s commitment to education. With continued support and investment, this school can thrive and provide its students with the opportunities they deserve to reach their full potential.