TUMAGRAM VLPS

TUMAGRAM VLPS was established in 2004 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 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.

Tumagram VLPS: A Rural Primary School in Assam, India

Tumagram Village Lower Primary School (VLPS), located in the Hailakandi district of Assam, India, is a rural, co-educational institution established in 2004. Currently operating under unrecognized management, the school serves students from Class 1 to Class 5, providing primary education only. Instruction is delivered in Bengali. Despite its challenges, Tumagram VLPS plays a vital role in the community by providing crucial primary education to the area’s children.

The school’s infrastructure presents significant challenges. The building itself is described as dilapidated, and while it features one classroom, it lacks essential amenities such as a boundary wall, electricity, a library, a playground, and access to clean drinking water. The absence of these basic facilities highlights the need for urgent infrastructural improvements to create a safer and more conducive learning environment.

The teaching staff consists of two female teachers and one head teacher, Saira Begom Mazumder. The dedication of these educators is commendable, given the limitations they face. The school operates without any male teachers, and its management status as ‘Unrecognised’ indicates a need for formal accreditation and support from relevant educational authorities.

The lack of a pre-primary section limits access to early childhood education for younger children in the community. This highlights the need for expanded services to fully cater to the educational needs of children from the earliest stages of their development.

Furthermore, the school’s resource scarcity is evident in the absence of computers, a computer-aided learning lab, and a library. The lack of these resources hinders students’ access to technology and supplementary learning materials, potentially impacting their learning outcomes and limiting opportunities for advanced studies.

The absence of a playground and inadequate sanitation facilities, including the lack of toilets, pose serious concerns regarding children’s safety, hygiene, and overall well-being. Addressing these critical issues is essential to promoting a healthy and supportive learning environment for all students.

The school’s reliance on a single dilapidated building underscores the urgent need for infrastructural upgrades and the provision of basic amenities. Investing in the school’s physical infrastructure is crucial for creating a more conducive and safer learning environment.

The school’s mid-day meal program is currently not in operation, further emphasizing the lack of vital support systems. The implementation of a well-nourished mid-day meal scheme would significantly improve student attendance and overall academic performance.

The accessibility of the school, described as approachable by all-weather roads, is a positive factor, ensuring that students can attend regardless of weather conditions. Maintaining accessible routes to the school remains crucial for ensuring regular attendance and minimizing disruptions to the educational process.

Overall, Tumagram VLPS faces numerous challenges, but the dedication of its teachers and the accessibility of its location offer hope. Significant investment in infrastructure, resources, and support systems is crucial to ensuring a brighter future for the students of Tumagram VLPS and fostering quality primary education in this rural Assam community.