HAZI ABDUL HAKIM VLPS

HAZI ABDUL HAKIM VLPS: A Rural Primary School in Assam, India

HAZI ABDUL HAKIM VLPS, a primary school located in the rural heartland of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1981, this unrecognised school plays a vital role in providing basic education to children in the LALA block of HAILAKANDI district. The school's unique characteristics and challenges highlight the need for continued support and development in educational infrastructure across rural India.

The school's infrastructure presents a significant challenge. Housed in a dilapidated building, HAZI ABDUL HAKIM VLPS makes do with a single classroom, emphasizing the scarcity of resources available. The absence of a boundary wall, electricity, and a playground further underscores the limitations faced by this institution. The lack of essential amenities such as drinking water and functional toilets highlights the pressing need for improvements in the school's basic facilities.

Despite these infrastructural limitations, HAZI ABDUL HAKIM VLPS strives to provide quality education. The school's curriculum focuses on primary education, catering to students from Class 1 to Class 5. The instruction medium is Bengali, reflecting the local language and culture. The school operates as a co-educational institution, embracing inclusivity in its approach to education. Notably, the school also features a pre-primary section, indicating a commitment to early childhood education.

The school's teaching staff consists of two male teachers, led by Head Teacher AKRAM UDDIN LASKAR. The dedication of these educators in overcoming the challenges of a resource-constrained environment is noteworthy. The school's management structure, being unrecognised, indicates a need for formal accreditation to secure greater access to resources and support.

The school's rural location poses both challenges and opportunities. While accessibility to resources might be limited, the close-knit community surrounding the school offers a potential support network for its continued operation and development. The school's rural setting also highlights the crucial role of such institutions in bridging the educational gap between urban and rural areas.

The absence of modern learning tools, such as computers and a computer-aided learning lab, is a significant factor impacting the school's capacity to provide a comprehensive education. The lack of a library and books further restricts access to supplementary learning materials. The need for improved resources and technology integration is crucial for enhancing the quality of education provided.

The school's operational details reveal further areas requiring attention. The absence of a mid-day meal program indicates a gap in providing essential nutritional support to students. The lack of ramps for disabled children also points to the need for inclusivity and accessibility upgrades. The school’s reliance on the single existing classroom further emphasises the immediate need for expansion and improvement of physical space.

The geographical coordinates (24.55773710 latitude, 92.60633200 longitude) and pincode (788167) provide essential information for locating the school and facilitating potential collaborations and support initiatives. The absence of contact information (phone and email) indicates a potential area for improvement in communication and outreach.

Overall, HAZI ABDUL HAKIM VLPS presents a compelling case study of a rural primary school in India striving to deliver education despite significant infrastructural limitations. Addressing the needs of this school—improving infrastructure, providing additional resources, and securing formal recognition—will significantly enhance the educational prospects of children in the surrounding community.

The story of HAZI ABDUL HAKIM VLPS underscores the critical role of government and non-governmental organizations in providing equitable access to quality education across all regions, especially in underserved rural communities. Continued investment in infrastructure, technology, teacher training, and resource allocation is paramount to ensuring that all children, regardless of their background or location, have the opportunity to receive a quality education.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.