GYAN NIKETAN AVASIYA SCHOOL KAILA

GYAN NIKETAN AVASIYA SCHOOL KAILA was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in ASTHAWAN block of NALANDA 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 Rented building. It has got 4 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 25 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 Not Applicable providing mid-day meal.

Gyan Niketan Avasiya School Kaila: A Comprehensive Overview

Gyan Niketan Avasiya School Kaila, established in 2003, is an unrecognised, co-educational primary school nestled in the rural landscape of Asthawan block, Nalanda district, Bihar. Serving students from Class 1 to Class 5, it offers a Hindi-medium education and includes a pre-primary section. The school operates from a rented building, easily accessible via an all-weather road. Its academic year commences in April.

The school’s infrastructure comprises four classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a library containing 25 books, it currently lacks a boundary wall and an electrical connection. However, it does provide access to functional hand pumps for drinking water, and separate, functional toilets for boys and girls are available. A playground is absent from the school facilities.

The teaching staff consists of one male teacher and three female teachers, supplemented by four pre-primary teachers. The head teacher, Ramnaresh Sharma, leads the team. Importantly, the school is residential, offering accommodation for students, though the specific type of residential facility is not specified.

A key feature is the school’s commitment to Hindi as the instruction medium. This reflects the local linguistic context and aims to create a comfortable and accessible learning environment for its students. The focus on primary education underscores the school’s dedication to providing a strong foundation for its young learners.

The absence of computer-aided learning and a lack of computers reflects the school’s resource limitations. While not equipped with advanced technology, the school prioritizes core learning objectives and provides essential facilities within its capacity. The school’s rural location further highlights its crucial role in providing educational opportunities in a less developed region.

Despite the absence of a boundary wall and electricity, the school maintains a functional state, offering basic necessities. This highlights the resilience and commitment of the teachers and staff in providing education to the community, even with limited resources. The presence of a library, even with a small collection, signifies a commitment to fostering a reading culture amongst the students.

The provision of separate toilet facilities for both boys and girls indicates a commitment to inclusivity and maintaining basic hygiene standards. While a playground would be beneficial, the existing facilities demonstrate a functional learning environment within the constraints of available resources.

The school’s residential nature is significant, highlighting its efforts to support students from potentially distant locations. Providing accommodation removes a major barrier to access for many, furthering the school’s commitment to inclusivity and educational equity within the community.

The management of the school as an “unrecognised” institution suggests potential for growth and development through further support and recognition. This presents an opportunity for improvement and expansion of facilities and resources. Future development could focus on procuring computers, integrating computer-aided learning, and potentially upgrading infrastructure.

The school’s data provides a clear picture of a dedicated institution working within its limitations to provide essential primary education in a rural setting. Further investment and support could significantly enhance its capacity and impact on the lives of its students.