GPS PARMANANDPUR

GPS PARMANANDPUR was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in CHERIYA BARIYARPUR 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. 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 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 2 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

GPS Parmanandpur: A Comprehensive Profile of a Bihar Primary School

GPS Parmanandpur, a government primary school located in the Cheriya Bariyarpur block of Begusarai district, Bihar, stands as a testament to the educational landscape of rural India. Established in 2006 under the Department of Education, the school serves a vital role in providing primary education to the community. Its rural location highlights the importance of accessible education even in remote areas. The school’s structure and resources offer insights into the challenges and opportunities facing such institutions.

The school building, a government-provided structure, houses three classrooms, all reported to be in good condition, facilitating effective teaching and learning for the students. The provision of two boys’ toilets and two girls’ toilets underlines a commitment to basic sanitation and hygiene, crucial for a healthy learning environment. Electricity ensures a more conducive learning atmosphere, aiding in the use of teaching aids and extending learning time beyond daylight hours.

The school’s academic focus is on primary education, encompassing classes from 1 to 5. The medium of instruction is Hindi, reflecting the local linguistic context and ensuring accessibility for the students. The teaching staff comprises two male teachers and four female teachers, providing a balanced approach to education. The school operates as a co-educational institution, catering to both boys and girls, promoting gender equality in access to education. The school’s meal program, provided and prepared within the school premises, addresses a fundamental need for students’ nourishment, enhancing their ability to concentrate and learn effectively.

The absence of a boundary wall underscores a potential area for improvement in terms of security and protection of the school premises. Similarly, the lack of a playground and library signifies a need for expansion of the school’s facilities to promote holistic development through extracurricular activities and access to reading materials. The lack of computers and computer-aided learning further highlights the need for integrating technology into education to enhance learning outcomes and prepare students for the future.

While the school does not have pre-primary sections, it offers a crucial foundation for students in the primary grades. The absence of ramps for disabled children highlights a need for accessibility improvements to ensure inclusivity for all students. The school’s drinking water source, hand pumps, while functional, may necessitate maintenance and monitoring to ensure consistent availability of safe drinking water.

GPS Parmanandpur’s operational aspects highlight its role in the community. The school is accessible via all-weather roads, improving its accessibility throughout the year. The academic session commences in April, aligning with the general academic calendar. The school’s non-residential nature reflects its focus solely on providing day-time education.

The information regarding the school’s management, academic offerings, and physical infrastructure provides a comprehensive overview of its current state. The noted areas for improvement, such as adding a boundary wall, establishing a library and playground, and integrating technology into the classroom, offer valuable insights for future development initiatives.

In conclusion, GPS Parmanandpur serves as a vital educational institution for the rural community, providing essential primary education despite limitations in resources. Addressing the highlighted areas for improvement would significantly enhance the school’s capacity to provide a more comprehensive and enriching learning experience for its students. Further investment in infrastructure and resources is crucial to ensuring quality education for all children in the area.