EDEN PUBLIC SCHOOL WARD 19

EDEN PUBLIC SCHOOL WARD 19 was established in 2008 and it is managed by the Unrecognised. It is located in Urban area. It is located in RAXAUL block of PURBA CHAMPARAN 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 5 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 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.

EDEN PUBLIC SCHOOL WARD 19: A Comprehensive Overview

EDEN PUBLIC SCHOOL WARD 19, a private co-educational school located in the urban area of Raxaul block, Purba Champaran district, Bihar, offers primary and upper primary education from classes 1 to 8. Established in 2008, this unrecognised school provides instruction primarily in Hindi. The school operates within a private building, featuring five classrooms in good condition and additional rooms for non-teaching activities.

Despite its private status, the school lacks essential amenities. While boasting computer-aided learning, it unfortunately lacks a consistent electricity supply. The building is enclosed by a pucca but broken boundary wall. Access to clean drinking water is provided through hand pumps, a crucial resource for the students. Separate functional boys’ and girls’ toilets are available on the premises.

The school’s teaching staff comprises six male teachers and one female teacher, along with two pre-primary teachers, totaling seven educators. The absence of a library and playground limits extracurricular activities and learning resources. Furthermore, the school does not provide midday meals and lacks computers for educational purposes.

The school’s infrastructure presents a mixed picture. While classrooms are functional, the absence of electricity, a library, and a playground hinders the overall learning environment. The lack of ramps also indicates limited accessibility for students with disabilities. The school’s unrecognised status may impact its access to resources and support compared to recognised educational institutions.

The school’s commitment to education is evident in its provision of separate toilets and the inclusion of a pre-primary section. However, several crucial areas require attention for optimal functionality and student well-being. Improvements in infrastructure, particularly electricity and library facilities, would significantly enhance the educational experience.

Addressing the lack of a playground and computers further necessitates attention to ensure holistic development and skill enhancement among students. The school’s unrecognised status also deserves consideration, as it likely affects resource allocation and overall institutional standing.

Securing regular electricity supply would greatly enhance the effectiveness of the computer-aided learning facilities and improve the overall learning environment. The construction or improvement of a library and playground would significantly enrich students’ learning and development beyond the academic curriculum.

The lack of a formal midday meal program requires attention, as nutritious meals play a significant role in student health and academic performance. Improved infrastructure, including functional ramps, is paramount to ensuring inclusivity and accessibility for students with disabilities.

Further, exploring options for recognition might significantly improve the school’s standing and access to essential resources and support. This could enhance the school’s capacity to better serve its students and provide a more comprehensive and enriched educational experience.

The future development of EDEN PUBLIC SCHOOL WARD 19 hinges on addressing these key infrastructure and resource gaps. By securing electricity, establishing a library and playground, and improving the overall amenities, the school can elevate the quality of education it provides, creating a more conducive and enriching environment for its students.