A.B.VIKASH S. CHAPUWADIH

A.B.VIKASH S. CHAPUWADIH was established in 1998 and it is managed by the Unrecognised. It is located in Rural area. It is located in BENGABAD block of GIRIDIH district of Jharkhand. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 2 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 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 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.

A.B.VIKASH S. CHAPUWADIH: A Rural Primary School in Giridih, Jharkhand

A.B.VIKASH S. CHAPUWADIH is a primary school located in the rural area of BENGABAD block, GIRIDIH district, Jharkhand. Established in 1998, this unrecognised school provides education to students from Class 1 to Class 8. It operates as a co-educational institution and includes a pre-primary section, catering to a wide range of students’ needs. The school’s location is accessible via an all-weather road, ensuring consistent accessibility for students and staff.

The school building itself is government-owned and comprises two well-maintained classrooms dedicated to instruction. In addition to these classrooms, the school boasts two more rooms for non-teaching activities and a separate office for the head teacher. Despite its functional structure, the school lacks a boundary wall and currently has no electricity connection. However, access to clean drinking water is ensured through functional hand pumps. Sanitation facilities are available with one boys’ toilet and one girls’ toilet, both in working condition.

The school’s instructional medium is Hindi, fostering a connection with the local community and facilitating effective learning. A total of four teachers are employed, three male and one female, contributing to a balanced teaching staff. The head teacher, Parvin Kumar Singh, leads the school’s operations and ensures the smooth running of its academic and administrative functions. Currently, the school does not offer mid-day meals to its students.

Academically, A.B.VIKASH S. CHAPUWADIH provides education up to Class 8, with students having the option of continuing their education elsewhere for higher classes. It is affiliated with the ‘Others’ board for both Class 10 and Class 10+2. The school does not have a library, a playground, or computer-aided learning facilities. There are no ramps available for students with disabilities, and the school does not currently possess computers for educational use.

The school’s rural setting reflects its close ties to the local community. Its simple infrastructure and basic amenities highlight the challenges faced by many schools in similar areas. The absence of certain facilities, such as computers, electricity, and a library, points to a need for further development and investment to improve the educational experience for students. Despite these limitations, the school’s commitment to providing education in a Hindi-medium setting is a valuable asset to the community.

The school’s management is classified as “Unrecognised,” highlighting a potential area for improvement and recognition of its crucial role in the community. The lack of a boundary wall also presents a security concern that should be addressed. These factors, along with the absence of certain amenities, indicate a need for both local and governmental support to enhance the school’s overall infrastructure and resources.

The GPS coordinates, latitude 24.27940800 and longitude 86.40844570, pinpoint the location of A.B.VIKASH S. CHAPUWADIH, facilitating its identification on maps and contributing to a better understanding of its geographical context. The school’s contact information, unfortunately, is unavailable, limiting direct communication possibilities. However, its geographical data and other details offer insights into its operational characteristics and provide context for understanding its current status.

This comprehensive overview highlights both the strengths and challenges faced by A.B.VIKASH S. CHAPUWADIH. Its dedication to education despite resource limitations deserves recognition, and further improvements in infrastructure and resources would significantly enhance the educational opportunities offered to the students. The school serves as a microcosm of the educational landscape in rural Jharkhand, demonstrating both the potential and the challenges inherent in providing quality education in underserved areas.

The absence of certain key amenities underscores the need for continued support and investment in rural education. Addressing the lack of electricity, computers, a library, and a boundary wall would considerably enhance the school’s operational capacity and the overall learning environment. The focus should be on improving both the physical infrastructure and the educational resources to create a more conducive learning environment.

In conclusion, A.B.VIKASH S. CHAPUWADIH represents a typical rural school in India. While it provides essential primary and upper primary education, improvements in facilities and resources are crucial for enhancing the quality of education and ensuring a better learning environment for students. Continued support from both local communities and government agencies is essential to bridge the gap and provide these vital improvements. The school’s existence highlights the pervasive need for investment in rural education, ensuring that every child has access to quality learning opportunities.