DR. S.R.K PUBLIC SCHOOL

DR. S.R.K PUBLIC SCHOOL was established in 2007 and it is managed by the Unrecognised. It is located in Urban area. It is located in DOUDNAGAR block of AURANGABAD (BIHAR) 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 10 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 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 0 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

DR. S.R.K Public School: A Detailed Overview

DR. S.R.K Public School, established in 2007, is an unrecognised co-educational primary and upper primary school (classes 1-8) located in the urban area of Doudnagar block, Aurangabad district, Bihar. Situated in a rented building, the school serves a vital educational role within its community.

The school’s infrastructure includes ten classrooms in good condition, along with additional rooms for non-teaching purposes. A significant asset is the school’s library, boasting a collection of 100 books, fostering a love of reading amongst its students. The school also benefits from an electric connection and hand pumps providing drinking water. Importantly, the school features ramps for disabled children, promoting accessibility and inclusivity.

Technological resources are present in the form of two functional computers and a computer-aided learning lab, enhancing the learning experience. The school’s curriculum is delivered in Hindi, catering to the local language needs of its student population. The school’s commitment to education is further highlighted by its ten contract teachers dedicated to providing quality instruction. A pre-primary section is also available, catering to younger learners.

The school’s building, though rented, is described as having a pucca but broken wall. While a playground is absent, the school’s focus remains on providing a functional and accessible learning environment for its students. The lack of a playground does not detract from the school’s core objective of imparting knowledge and skills.

The school’s management structure is categorized as “Unrecognised,” indicating its status within the broader educational system. Further details regarding administrative oversight are not provided in the available data. The school’s commitment to education is unwavering despite the lack of formal recognition, a testament to its dedication to the community.

While the school lacks certain amenities commonly found in larger institutions, its presence in the community is significant. The existence of a pre-primary section highlights a commitment to early childhood education and nurturing young minds. The provision of computer-aided learning demonstrates a dedication to modern educational practices.

The school’s location in an urban area places it within easy reach of students and families. The availability of transport is not specified, but the mention of easy access implies reasonable connectivity. The focus on providing a basic education within a functional learning environment is evident.

The school’s reliance on contract teachers underscores the commitment of these individuals to educating the community’s children. Their dedication complements the school’s overall efforts to provide a quality education, despite limitations in resources and formal recognition. The dedication shown by the staff further highlights the importance of the school within the local community.

The school’s academic sessions commence in April, aligning with the general academic calendar. The specific details regarding examination boards for higher classes are unavailable, indicating a primary and upper-primary focus. The school’s operational details, such as a dedicated head teacher’s room, reflect an organized approach to educational administration.

In conclusion, DR. S.R.K Public School, while facing infrastructural and recognition challenges, offers a crucial educational service to its community. Its commitment to providing primary and upper-primary education through various resources and the dedication of its teachers showcases its valuable role in shaping young minds. The school serves as a testament to the persistent pursuit of education in sometimes challenging circumstances.