GYAN ASHTHALI PUBLIC SCHOOL

GYAN ASHTHALI PUBLIC SCHOOL was established in 0 and it is managed by the Unrecognised. It is located in Urban area. It is located in PATNASADAR URBAN block of PATNA district of Bihar. The school consists of Grades from 1 to 8. 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. English 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 7 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 Well and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a 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 1 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.

Gyan Ashthali Public School: A Comprehensive Overview

Gyan Ashthali Public School, located in Patna, Bihar, is an unrecognised, co-educational primary and upper primary school catering to students from classes 1 to 8. Established in an urban setting within the Patna Sadar Urban block, the school offers instruction primarily in English. The school operates from a rented building, equipped with seven well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for administrative staff.

The school’s infrastructure includes a pucca but broken boundary wall, a functional well providing drinking water, and separate functional toilet facilities for boys (one) and girls (two). While lacking an electricity connection, the school utilizes computer-aided learning, possessing one functional computer. The school also boasts a library containing 100 books and a playground, enhancing the learning environment.

The school’s academic structure is designed to accommodate students from class 1 to 8. The teaching staff comprises five teachers, with two being male and three female. Importantly, the school does not offer a pre-primary section and is not a residential school. Furthermore, the school is readily accessible via an all-weather road, with its academic sessions commencing in April.

The school’s management is categorized as unrecognised, highlighting its operational independence. The lack of a pre-primary section underscores its focus on providing primary and upper primary education. The school’s reliance on a rented building signifies its commitment to education despite resource limitations.

The availability of a library and computer-aided learning facilities demonstrates the school’s effort to provide a relatively modern learning experience. The presence of a playground and separate toilet facilities shows commitment to student well-being and health. The school’s reliance on a well for drinking water reflects the local context and resource availability.

The school’s infrastructure, while showing signs of needing maintenance (as indicated by the “pucca but broken” boundary wall), serves as a functional space for learning. The seven classrooms adequately accommodate the student population. The lack of electricity, however, may present challenges.

The school’s management structure as “Unrecognised” may affect its access to certain resources and support systems, possibly impacting its overall development and capabilities. This status might also affect its ability to expand or implement certain initiatives.

The location in an urban area suggests greater accessibility for students, but may also present unique challenges compared to a rural setting. This urban setting might impact the level of parental involvement and the type of community resources available.

The school’s dedication to providing education, despite resource constraints, is evident in its ongoing operations. This commitment to providing quality education to children in the local community is noteworthy. The school’s use of computer-aided learning demonstrates an effort to adopt modern teaching methods, even with limited resources.

Gyan Ashthali Public School serves as a testament to the importance of education and community commitment in providing access to learning opportunities, despite the challenges of limited resources and infrastructure. Its continued operation and commitment to education make it a significant part of the local community.