ADARSH GANGARAM SAH SHIKHA VIDYALAYA MANIYARA

ADARSH GANGARAM SAH SHIKHA VIDYALAYA MANIYARA was established in 1991 and it is managed by the Unrecognised. It is located in Rural area. It is located in BIHIYA block of BHOJPUR 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 Private 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 N/A boundary wall. The school has 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Adarsh Gangaram Sah Shiksha Vidyalaya Maniara: A Detailed Profile

Adarsh Gangaram Sah Shiksha Vidyalaya Maniara, a private co-educational school located in the rural area of Bihar, India, opened its doors in 1991. This primary and upper primary school, catering to students from Class 1 to Class 8, offers a Hindi-medium education. Its unique feature is an attached pre-primary section, with 11 dedicated pre-primary teachers, indicating a focus on early childhood development. The school’s management is currently unrecognized.

The school’s infrastructure comprises a private building with eight well-maintained classrooms designed for instruction. Additional space is available for non-teaching activities, along with a dedicated room for the head teacher. While lacking a boundary wall, the school boasts reliable electricity and functional hand pumps providing drinking water. Sanitary facilities are available, with one functioning boys’ toilet and one functioning girls’ toilet.

Despite its lack of a playground and library, the school incorporates computer-aided learning, demonstrating a commitment to integrating modern technology into the curriculum. The absence of ramps signifies the school’s current lack of accessibility features for students with disabilities. This area, alongside the library and playground, presents an opportunity for future development.

The school’s operational details reveal a focus on early learning, with a significant number of pre-primary teachers. The absence of any reported teachers listed under the categories of male, female, and head teachers indicates either an oversight in data collection or a potential reliance on contract teachers for instruction. The school operates independently and is not a residential facility.

The school’s location in the Bihiya block of Bhojpur district, Bihar, places it within a specific geographical context. This information aids in understanding the community it serves and the challenges it may face regarding resources and accessibility. The provision of detailed contact information like a phone number or email address would further enhance the school’s profile and facilitate communication.

The school’s commitment to early childhood education is evident, with a pre-primary section. However, the lack of a library, playground, and specialized facilities for students with disabilities suggests areas for future improvement. Access to resources and infrastructure improvements are crucial for providing a holistic and inclusive learning environment.

Analyzing the school’s profile underscores the importance of ongoing development and support. While the school provides essential primary and upper primary education, focusing on upgrading facilities, expanding the library, and incorporating accessibility features would significantly enhance its capacity to meet the needs of its students.

The school’s reliance on contract teachers highlights potential challenges regarding teacher stability and professional development opportunities. Investing in teacher training and providing opportunities for career growth can improve the quality of education offered. Further, securing recognition from relevant educational authorities can provide access to vital resources and support.

Adarsh Gangaram Sah Shiksha Vidyalaya Maniara represents a vital educational institution in a rural community. By addressing the identified areas for development, the school can strengthen its position as a valuable resource for the students it serves and enhance its overall educational standing. The provision of additional information, such as detailed teacher profiles and curriculum details, would improve transparency and facilitate better understanding.

In conclusion, Adarsh Gangaram Sah Shiksha Vidyalaya Maniara’s dedication to education shines through, especially in its focus on early learning. However, opportunities for growth exist in improving facilities, accessibility, and teacher development, ultimately ensuring a more comprehensive and enriched learning experience for all students. Further development in these areas will solidify its role as a cornerstone of the community.