GPS. SISHANI KHTA 80 KHESR 334

GPS. SISHANI KHTA 80 KHESR 334 was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in DHAKA block of PURBA CHAMPARAN district of Bihar. The school consists of Grades from 1 to 5. 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 No Building building. It has got 0 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 None and it is functional. The school has 0 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 162 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 Sishani Khata 80 Khesr 334: A Rural Primary School in Bihar, India

GPS Sishani Khata 80 Khesr 334 is a primary school located in the rural area of Dhaka block, Purba Champaran district, Bihar, India. Established in 2003, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school offers a pre-primary section, making it a comprehensive learning center for young children in the community.

Instruction and Staff

Hindi serves as the primary language of instruction. The school boasts a dedicated teaching staff comprising one male teacher and four female teachers, along with four additional teachers for the pre-primary section. This dedicated team ensures a student-teacher ratio conducive to effective learning. The school provides midday meals, prepared and served on the premises, ensuring students have access to proper nutrition.

Resources and Facilities

While the school doesn’t have a dedicated building, it does possess a functional library stocked with 162 books. This resource supports the school’s commitment to literacy and independent learning. The lack of a school building does not hinder the provision of quality education as classes are held elsewhere. The school’s location ensures accessibility by all-weather roads, simplifying the commute for students. The academic session commences in April, aligning with the broader educational calendar.

Missing Infrastructure and Future Needs

The school currently lacks several key facilities. The absence of a boundary wall, electricity, and a playground highlights areas requiring immediate attention. Similarly, the lack of drinking water sources is a critical issue demanding immediate resolution to ensure the health and well-being of both students and staff. Addressing these infrastructural deficits is crucial for providing a more secure, comfortable, and conducive learning environment. The lack of computers and computer-aided learning facilities also signifies a need for technological upgrades to enhance the learning experience.

Community Impact and Educational Significance

Despite infrastructural challenges, GPS Sishani Khata 80 Khesr 334 plays a vital role in providing education to children in a remote rural area. Its commitment to education, coupled with the dedicated teaching staff and existing resources such as the library, underscores its importance to the community. The school’s existence ensures access to quality primary education, empowering the next generation with the fundamental skills necessary for success.

Partnerships and Opportunities

Improving the school’s infrastructure and resources necessitates collaboration between the local community, government bodies, and philanthropic organizations. Strategic partnerships can provide the necessary financial and logistical support to address the school’s infrastructural needs. This includes procuring essential resources like computers, establishing a playground, installing electricity, and providing a reliable source of drinking water.

Conclusion: A Call for Support

GPS Sishani Khata 80 Khesr 334 stands as a testament to the unwavering commitment of educators in serving even the most remote communities. While the school has demonstrated resilience in the face of infrastructural limitations, achieving its full potential requires collective effort. By supporting this vital institution, we can empower future generations and build a stronger, more educated community. Contributions and collaborations are crucial in enhancing the school’s facilities and ultimately improving the quality of education for the children.