AWASIYA UPKAR PUBLIC SCHOOL GONDAPUR

AWASIYA UPKAR PUBLIC SCHOOL GONDAPUR was established in 2012 and it is managed by the Unrecognised. It is located in Rural area. It is located in NAWADA block of NAWADA 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 Rented building. It has got 13 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 have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 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 560 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Awasiya Upkar Public School Gondapur: A Detailed Overview

Awasiya Upkar Public School Gondapur, established in 2012, is an unrecognised, co-educational primary and upper primary school catering to students from classes 1 to 8. Located in a rural area of the Nawada district in Bihar, India, this school offers a unique blend of educational resources and facilities. The school’s commitment to providing quality education is evident in its various features, detailed below.

Infrastructure and Resources: The school operates from a rented building, equipped with 13 well-maintained classrooms. A separate library houses an impressive collection of 560 books, furthering the students’ academic pursuits. The presence of a playground ensures ample space for recreational activities, promoting holistic development. The school boasts computer-aided learning capabilities, supplemented by three functional computers. Furthermore, a pucca boundary wall ensures the safety and security of the school premises. The school’s commitment to inclusivity is evident, even without ramps for disabled access, suggesting ongoing efforts for accessibility improvements. Electricity ensures a conducive learning environment, although the lack of drinking water facilities presents an ongoing challenge requiring immediate attention. Sanitary facilities are provided, including two boys’ toilets and one girls’ toilet.

Academic Structure and Teaching Staff: The school follows a Hindi medium instruction model. The teaching staff comprises 15 contract teachers, all dedicated to providing quality education to the students. Although the school has a designated area for a head teacher, this position currently remains vacant. The school includes a pre-primary section, which is supported by 7 dedicated pre-primary teachers. The school’s management actively seeks to improve and expand its resources.

Technological Integration and Future Goals: The school’s utilization of computer-aided learning highlights its dedication to integrating technology into the curriculum. The presence of computers reflects a progressive approach to education, laying a strong foundation for future technological advancements within the school.

Community Engagement and Accessibility: Situated in a rural area, the school plays a pivotal role in serving the educational needs of the local community. Accessibility is a key concern, with the school easily reachable by road throughout the year. The academic session commences in April, aligning with the standard academic calendar.

Challenges and Opportunities: The absence of a readily available drinking water source represents a significant challenge demanding immediate attention. Improving access to clean drinking water is crucial for the health and well-being of students and staff alike. Addressing this issue should be a top priority for the school’s administration and the local community.

A Call for Improvement and Support: While Awasiya Upkar Public School Gondapur offers valuable educational services to the community, there is room for improvement and growth. Securing adequate funding for infrastructure upgrades, teacher training, and resource development is crucial for the school to realize its full potential. Support from governmental and non-governmental organizations, as well as community involvement, would be invaluable in this endeavor.

Conclusion: Awasiya Upkar Public School Gondapur serves as a beacon of educational opportunity in a rural setting. Its dedicated staff, available resources, and focus on technological integration position it for future growth and development. Addressing the existing challenges concerning drinking water and teacher recruitment will significantly enhance the school’s capacity to deliver quality education to its students. Continued investment and support will be instrumental in helping the school thrive.