BABA NARINDRA DAS MADHYA VIDAYLAY

BABA NARINDRA DAS MADHYA VIDAYLAY was established in 2005 and it is managed by the Unrecognised. It is located in Urban area. It is located in PATEPUR block of VAISHALI district of Bihar. The school consists of Grades from 1 to 8. 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 Private building. It has got 3 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 Under Construction 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 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 Applicable providing mid-day meal.

Baba Narendra Das Madhya Vidyalay: A Comprehensive Profile of an Unrecognised Primary School in Bihar

Baba Narendra Das Madhya Vidyalay, a private co-educational primary school, stands as a testament to the ongoing educational landscape in Bihar, India. Established in 2005, this institution serves students from Class 1 to Class 8, offering a Hindi-medium instruction. Located in the urban area of PATEPUR block, VAISHALI district, the school’s accessibility is enhanced by its location on an all-weather road. The school commences its academic session in April, aligning with the standard academic calendar.

The school’s infrastructure comprises a private building with three well-maintained classrooms dedicated to instruction. Two additional rooms cater to non-teaching activities, ensuring a conducive environment for learning and administrative functions. A separate room is allocated to the Headmaster/Teacher, emphasizing the importance of dedicated administrative space. While the school boasts a playground, promoting physical activity among its students, the boundary wall is currently under construction. The absence of an electricity connection highlights a crucial area for future development.

The school’s commitment to student well-being is evident in the provision of hand pumps as the primary source of drinking water. Sanitation is addressed with the availability of functional boys’ and girls’ toilets, each with one unit, emphasizing the importance of hygiene. The school’s current structure does not include a library, a feature that could be enhanced to improve educational resources and opportunities.

The school’s staffing consists of a dedicated team of twelve teachers. Eight male and four female teachers collectively contribute to a student-teacher ratio reflective of the school’s size and enrollment. This dedicated teaching staff works towards fostering a positive learning environment. The leadership is provided by Head Teacher SUJIT KUMAR, demonstrating a dedicated administrative presence. The absence of any contractual teachers indicates a focus on employing qualified and permanent staff. The school’s management status as “Unrecognised” signifies its ongoing journey toward securing formal recognition, a status that would undoubtedly enhance its resources and opportunities.

The school’s teaching methodology utilizes the Hindi language as the primary medium of instruction. This choice reflects the local linguistic context and facilitates effective communication within the learning environment. The absence of a pre-primary section, along with the lack of a computer-aided learning lab and computers, points towards opportunities for growth and expansion in the future.

The school is accessible via all-weather roads, making it convenient for students to attend, regardless of weather conditions. The presence of a playground underscores the importance of providing opportunities for physical activity and outdoor learning. The school’s rural location is in stark contrast to the urban setting, highlighting the need for consistent support to sustain and develop educational opportunities in such areas.

Currently, the school does not offer mid-day meals. The lack of ramps for disabled children indicates a future need for infrastructural improvements to ensure inclusivity for all students. The absence of a library, though currently lacking books, is an area of potential future development, with the potential to enrich the learning experience for students.

Baba Narendra Das Madhya Vidyalay’s profile reveals a school striving to provide basic education to the community. Its ongoing journey reflects the challenges and opportunities inherent in providing quality education in rural settings. Future growth may depend on securing formal recognition, improving infrastructure, and expanding resources to enhance the learning environment for all its students.

The information provided paints a clear picture of the school’s current status and highlights areas for potential improvement and growth. The dedicated teaching staff and the school’s commitment to basic educational needs remain central to its mission. Continued support and strategic planning will be crucial for Baba Narendra Das Madhya Vidyalay to continue its valuable service to the community. This comprehensive profile helps to understand the school’s strengths and weaknesses and guide efforts to improve the quality of education.