DAULTI DEVI CHHEDI SINGH HIGH SCHOOL

DAULTI DEVI CHHEDI SINGH HIGH SCHOOL was established in 1982 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DHANARUA block of PATNA district of Bihar. The school consists of Grades from 6 to 10. 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 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Dault Devi Chhedi Singh High School: A Rural Bihar Institution

Dault Devi Chhedi Singh High School, established in 1982, stands as a private, unaided institution serving the rural community of Dhanaru block in Patna district, Bihar. Operating under the State Board for Class 10, this co-educational school caters to students from classes 6 to 10, providing upper primary and secondary education. Instruction is primarily conducted in Hindi, reflecting the local linguistic landscape. The school’s accessible location, reachable via all-weather roads, ensures consistent student attendance. The academic year commences in April, aligning with the broader educational calendar.

The school’s infrastructure comprises a private building with two functional classrooms, ensuring adequate space for learning activities. While lacking a dedicated playground and library, the school makes effective use of its available space. A pucca but broken boundary wall provides some level of security. The school’s reliance on a well for drinking water highlights the resourcefulness within its operational context. Separate functional boys’ and girls’ toilets underscore a commitment to providing basic sanitary facilities.

Despite lacking electricity and a computer-aided learning lab, the school demonstrates resourcefulness through the availability of two computers for educational purposes. The absence of a library emphasizes the challenges faced in providing comprehensive educational resources, while the lack of ramps highlights the need for future improvements in accessibility for students with disabilities. The school’s commitment to education is further strengthened by its nine contract teachers who bridge the educational gap.

The school’s management structure reflects the realities of privately run educational institutions in rural areas. Although lacking specific details on administrative personnel, the commitment to providing education in a resource-constrained environment is evident. The absence of a pre-primary section reflects the school’s primary focus on upper primary and secondary education.

The school’s location in a rural setting presents both challenges and opportunities. While access to resources might be limited, the school’s presence serves a vital role in providing education to the local community. Its continued operation speaks to the dedication of its teachers and the community’s belief in the importance of education.

The school’s reliance on contract teachers emphasizes the practical realities of staffing in rural areas. While this might pose some challenges, the commitment of these teachers contributes significantly to the educational mission of the school.

Dault Devi Chhedi Singh High School’s operational characteristics showcase the complexities of providing education in a resource-constrained environment. The lack of electricity and a computer-aided learning lab highlights areas where technological advancements could enhance the educational experience.

The school’s infrastructure, though basic, adequately serves its core function. The availability of separate toilets reflects an awareness of gender-sensitive needs, while the presence of computers, though limited, suggests an effort to integrate technology into learning.

Further development in areas like library resources and playground facilities could greatly enhance the school’s overall educational environment. Investment in infrastructure improvements and additional resources would contribute to a more enriching learning experience for the students.

In conclusion, Dault Devi Chhedi Singh High School serves as an essential educational institution within its community. Its continuous operation, despite resource limitations, underscores the importance of education in rural Bihar. Future improvements could significantly enhance the quality of education provided, ultimately benefitting the students and the community it serves.