.P.S.KENDUATARI

.P.S.KENDUATARI was established in 2000 and it is managed by the Department of Education. It is located in Rural area. It is located in SONO block of JAMUI district of Bihar. 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 N/A in nature and is not using school building as a shift-school. Hindi 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 Government building. It has got 8 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 Pucca 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 1 girls toilet and it is functional. The school has no playground. The school has a 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.

.P.S. Kenduatari: A Detailed Profile of a Bihar Primary School

.P.S. Kenduatari, a government-run primary school (grades 1-5) in the rural area of Sono block, Jamui district, Bihar, offers a glimpse into the educational landscape of a typical Indian village. Established in 2000 under the Department of Education, this co-educational institution serves the community with a focus on Hindi as the primary language of instruction. Its humble beginnings and ongoing challenges highlight the ongoing needs within India’s education system.

The school’s infrastructure comprises a government building with eight classrooms, all reported to be in good condition. While lacking a playground, the school does boast a library, although currently without any books. The provision of essential amenities, such as separate boys’ and girls’ toilets and hand pumps for drinking water, demonstrates a commitment to basic student needs. However, the absence of electricity and computer-aided learning facilities underscores the disparity in educational resources between urban and rural areas.

The teaching staff consists of five teachers: three male and two female. The absence of pre-primary sections and computer labs emphasizes the school’s focus on core primary education. The school operates under the “Others” board for classes 10 and 10+2, suggesting a potential need for further clarification regarding its affiliation. The absence of computers reflects the need for increased technological integration within the educational setting.

The school’s management by the Department of Education underscores the government’s role in providing primary education. The fact that the mid-day meal is provided and prepared on the school premises indicates a commitment to student well-being. However, the lack of electricity, combined with the absence of a playground and limited library resources, reveals areas where improvements and additional support are needed.

Despite these limitations, the school’s existence signifies the importance placed on education within the community. Its location in a rural setting and its reliance on basic infrastructure highlight the persistent challenges faced in delivering quality education to all parts of India. The dedication of the five teachers, despite the resource constraints, demonstrates a commitment to the students’ learning.

The school’s pucca (permanent) boundary wall provides a sense of security, but the lack of ramps for disabled children reveals a need for greater inclusivity. The school’s commitment to providing a mid-day meal suggests that the well-being of students is a priority, though the lack of additional resources underscores the need for continued investment in education in underserved communities.

The school’s code, 10371708501, along with its other identifying details, contributes to its overall profile and aids in data management. The information provided offers a valuable snapshot of the educational conditions in a specific Indian village, allowing for a broader understanding of the challenges and opportunities within the education system.

.P.S. Kenduatari, while operating under limitations, plays a crucial role in providing basic education to children in the region. The information highlighted here provides valuable data for education planners and policymakers. Investing in resources like electricity, computers, and library materials will significantly enhance the educational opportunities available to the students.

Further development of the school’s infrastructure and resources could include additional support for the library, the introduction of computer-aided learning programs, and possibly the addition of a playground. Such improvements would greatly enhance the learning experience and help bridge the gap between rural and urban educational standards.

In conclusion, .P.S. Kenduatari, despite its challenges, stands as a testament to the commitment to education in rural India. Addressing its limitations through targeted investments and support would significantly contribute to improving educational outcomes for the children in the community and empower them for future success.