GPS MAKHTAB AKHTIYARPUR

GPS MAKHTAB AKHTIYARPUR was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in BEGUSARAI block of BEGUSARAI district of Bihar. The school consists of Grades from 1 to 5. 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. Urdu 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 Government 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 No Boundary Wall 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 a library and has 100 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 Provided and Prepared in School Premises providing mid-day meal.

GPS Makhtab Akhtiyarpur: A Rural Primary School in Bihar

GPS Makhtab Akhtiyarpur, a government-run primary school, stands as a pillar of education in the rural landscape of Bihar, India. Established in 1956 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s commitment to providing a quality education is evident in its dedicated staff and available resources.

The school’s infrastructure includes three well-maintained classrooms, providing adequate space for learning. While lacking a boundary wall and electricity, the school prioritizes essential amenities. A functional library houses 100 books, fostering a love of reading and learning among the students. Clean drinking water is readily available through hand pumps, ensuring the students’ health and well-being. Separate functional boys’ and girls’ toilets are also provided.

The school’s teaching staff comprises seven teachers, including four male and three female educators, demonstrating a balanced approach to education. The medium of instruction is Urdu, catering to the linguistic needs of the community. The school’s commitment to nutrition is evident in its provision of mid-day meals, prepared on-site to ensure the students receive nutritious food.

Despite the absence of computer-aided learning and a playground, the school focuses on providing a fundamental primary education. The school’s rural location necessitates its reliance on other resources to supplement learning, reflecting the challenges faced in providing education in remote areas.

The management’s dedication is reflected in the school’s continuous operation, providing educational opportunities for many generations of students. This long history highlights the significance of the school within the community.

The lack of computers and computer-aided learning is a notable aspect that may hinder the school’s ability to adapt to modern teaching methodologies. However, the school’s commitment to providing quality education remains steadfast.

The school’s library, though modest, offers valuable resources for the students. Its 100 books represent a foundation for knowledge and a commitment to literacy. The school’s management should strive to expand the library’s collection to enhance educational opportunities.

Access to clean drinking water is a critical component of the school’s success, emphasizing the school’s commitment to the students’ well-being. The presence of separate functional toilets for boys and girls highlights the school’s attention to hygiene and gender-sensitive facilities.

The absence of a boundary wall and electricity are noteworthy challenges. Addressing these infrastructure deficits could significantly enhance the learning environment and provide a safer and more comfortable learning experience for students.

GPS Makhtab Akhtiyarpur represents the dedication of educators and the community in providing primary education in a rural setting. Despite facing infrastructural limitations, its commitment to providing quality education remains strong. Continued support and investment can further improve the school’s facilities and ensure it remains a valuable asset to the community for years to come.