21 ST CENTURY PUBLIC SCHOOL

21 ST CENTURY PUBLIC SCHOOL was established in 0 and it is managed by the Unrecognised. It is located in Rural area. It is located in RAFIGANJ block of AURANGABAD (BIHAR) 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 Rented building. It has got 5 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 But Broken 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

21st Century Public School: A Rural Primary School in Bihar

21st Century Public School, located in the rural area of Aurangabad district, Bihar, is a primary school offering education from classes 1 to 5. Established as an unrecognized school, it operates within a rented building, showcasing a blend of challenges and resilience within its educational context.

The school’s infrastructure comprises five classrooms in good condition, along with additional space for non-teaching activities and a dedicated room for the head teacher. While the building is rented, the school strives to provide a suitable learning environment for its students. The school’s boundary wall is described as “pucca but broken,” highlighting a need for ongoing maintenance and repair. The absence of electricity presents a significant challenge, impacting the school’s capacity to implement modern teaching techniques and extend learning hours.

Despite these infrastructure limitations, the school provides basic amenities. Hand pumps serve as the source of drinking water, ensuring access to this essential resource. Separate functional toilets are available for boys and girls, reflecting a commitment to providing a safe and hygienic environment. However, the lack of a playground and library limits extracurricular activities and access to learning resources beyond the classroom.

The school’s teaching medium is Hindi, catering to the local linguistic context. The curriculum focuses on primary education, and while there are two functional computers available, computer-aided learning is not currently implemented. The absence of a computer lab underscores the need for investment in technology to enhance teaching methods and broaden students’ digital literacy.

The management structure of the school is categorized as “unrecognized,” which may present challenges in securing government support and funding. This status could affect access to resources and opportunities for development. The school’s lack of pre-primary classes further highlights the scope of its current provision.

The school’s co-educational nature reflects its commitment to equal educational opportunities for boys and girls. However, the lack of pre-primary sections restricts the scope of its early childhood educational services. The school’s reliance on hand pumps for drinking water underlines the need for improved infrastructure.

The school’s geographic location, a rural setting, adds to the context of its operation. Access to resources and connectivity can be more challenging in rural communities. Despite this, the dedication to education remains evident in the presence of five classrooms and basic amenities.

The absence of a library and playground demonstrates the need for further development. Investments in these areas could significantly enrich the students’ learning experience. The school’s current lack of electricity also necessitates attention; this infrastructure gap has implications for teaching effectiveness and access to modern educational technology.

The school’s location in the RAFIGANJ block of AURANGABAD district, with its code 10340624802, provides a geographical marker for its context within the broader educational landscape of Bihar. The existing facilities, while basic, represent a foundation upon which improvements and developments can be made.

In conclusion, 21st Century Public School serves a vital role in providing primary education to a rural community. Addressing infrastructure needs such as electrification and creating a library and playground would greatly enhance the learning environment and educational opportunities available to its students. The school’s challenges highlight the broader need for greater support and investment in rural education within Bihar.