VIVEKANANDA VLPS

VIVEKANANDA VLPS was established in 1990 and it is managed by the Unrecognised. It is located in Urban area. It is located in SIDLI block of CHIRANG 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a 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 Applicable providing mid-day meal.

Vivekananda VLPS: A Detailed Profile of an Assam Primary School

Vivekananda VLPS, a private primary school located in the urban area of Sidli block, Chirang district, Assam, stands as a testament to the commitment to education in rural India. Established in 1990, this co-educational institution caters to students from Class 1 to Class 5, offering a pre-primary section as well. Instruction is primarily delivered in Bengali. The school’s management is currently unrecognized.

The school building, though privately owned, possesses a single classroom, ensuring a relatively small student-teacher ratio. Despite its modest size, the school boasts a dedicated teaching staff comprised of one male teacher and two female teachers, overseen by a head teacher, Prangobinda Debnath. The school’s commitment to education is further highlighted by the fact that it has one functional boys’ toilet.

While the school lacks certain amenities, its strengths lie in its accessibility and its focus on foundational learning. Situated along an all-weather road, the school remains accessible throughout the year, ensuring consistent attendance for its students. The school year commences in April, aligning with the academic calendar prevalent in the region.

The absence of a library and computers doesn’t diminish the school’s dedication. The lack of these resources is likely a consequence of the school’s unrecognized status and the challenges faced by many under-resourced schools. The availability of a playground, however, speaks to the importance placed on physical activity and holistic child development.

The school’s location in an urban area suggests that it likely serves a community with a relatively higher population density. This could imply greater potential for community involvement and support for the school’s continued growth and development.

The school’s reliance on hand pumps for drinking water highlights the need for improved infrastructure, although the functionality of this existing system ensures the students’ access to clean drinking water. The absence of boundary walls and an electric connection represent areas where potential improvements could significantly enhance the school’s environment.

Further, the school’s focus on primary education underscores its role in laying a strong foundation for its students’ future academic pursuits. The fact that it offers instruction in Bengali acknowledges and respects the local language and cultural context.

The school’s information, however, lacks details regarding enrolment numbers and student performance data. Such information would provide a more comprehensive understanding of the school’s effectiveness and achievements. Despite this, the existence of Vivekananda VLPS reflects the enduring commitment of the local community to provide primary education opportunities for the children in the area.

In conclusion, Vivekananda VLPS embodies the spirit of perseverance in the face of resource limitations. While improvements to infrastructure and resources are certainly needed, the school’s dedicated teachers and commitment to delivering education remain commendable. The school’s future success relies on continued support from both local authorities and the wider community. Increased funding and resource allocation would undoubtedly enhance the learning experience for the students and enable the school to better fulfill its potential.