A.LAL SINGH P/S DABHARI

A.LAL SINGH P/S DABHARI was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in SUPAUL block of SUPAUL district of Bihar. 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 4 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 Others 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 a playground. The school has a library and has 255 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.LAL SINGH P/S DABHARI: A Comprehensive Overview of a Bihar Primary School

A.LAL SINGH P/S DABHARI, a government-run primary school in the rural area of Bihar, India, offers a glimpse into the educational landscape of the region. Established in 1978 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, also incorporating a pre-primary section. The school’s location within the SUPAUL block of SUPAUL district places it within a specific geographic and socioeconomic context.

The school’s infrastructure comprises a government building housing four classrooms, all in good condition. Additional rooms cater to non-teaching activities and provide dedicated space for the headmaster and teachers. A robust boundary wall, while described as “Others,” suggests a functional enclosure. The school boasts a playground and a library stocked with 255 books, vital resources for recreational and academic enrichment.

Despite lacking electricity and computer-aided learning facilities, the school provides essential amenities. A functional hand pump ensures access to drinking water, addressing a crucial health and hygiene need. Separate, functional toilets for boys and girls demonstrate a commitment to gender-inclusive sanitation. The absence of ramps highlights a potential area for improvement in accessibility for students with disabilities.

The school’s academic program employs Hindi as the medium of instruction, aligning with the local language context. A total of five teachers, including four male and one female, deliver instruction, ensuring a teacher-student ratio conducive to personalized learning. The absence of contract teachers further reinforces the school’s reliance on permanent staff. The school’s management aligns with the Department of Education, facilitating adherence to governmental policies and guidelines.

The school’s academic offerings extend to upper primary levels (classes 1-8), catering to a broad age range of students. The mention of “Others” for the boards for Class 10 and 10+2 suggests an alternative examination system may be in place. The school’s designation as “Not Provided” for midday meals indicates that students are not provided with meals within the school’s program. This warrants attention in terms of potential partnerships to provide nutritional support.

A.LAL SINGH P/S DABHARI’s status as a non-residential school removes the need for accommodation and simplifies logistical management. The lack of information concerning school transportation suggests an accessibility focus on proximity and local catchment areas. Its presence and continued operation demonstrate its importance to the community it serves, offering vital educational opportunities to local children.

The school’s head teacher, BHOGENDRA JHA, oversees the day-to-day operations. His leadership likely plays a crucial role in the school’s functioning and the overall student experience. The information provided paints a clear picture of a typical rural primary school, with strengths and areas that may require additional resources and support to enhance its educational offerings and better serve the needs of its student population.

The future of A.LAL SINGH P/S DABHARI likely rests upon community engagement, and resource allocation and potentially exploring partnerships to provide midday meals, enhance computer-aided learning, and ensure full accessibility. These improvements would contribute to a richer and more comprehensive educational experience for the students.

The absence of specified coordinates (latitude and longitude) limits precise mapping and geolocation analysis. Further details regarding the school’s enrollment figures would provide a more complete understanding of the scale of its impact within the community.

In conclusion, A.LAL SINGH P/S DABHARI stands as a representative example of a rural primary school in Bihar, showcasing both its functional aspects and areas where improvement could enhance the educational experience for its students. Further investigation into the school’s performance data and community engagement would contribute to a more nuanced understanding of its strengths and challenges.