KEDAR NATH HIGH SCHOOL BARAHUTI KALA

KEDAR NATH HIGH SCHOOL BARAHUTI KALA was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in KOCHAS block of ROHTAS district of Bihar. The school consists of Grades from 9 to 12. 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 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 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 1010 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Kedar Nath High School: A Rural Educational Institution in Bihar

Kedar Nath High School, located in the rural area of Barahuti Kala, Bihar, stands as a testament to the enduring pursuit of education. Established in 1956 under the Department of Education, this co-educational institution provides secondary and higher secondary education (classes 9-12) to the local community. Its humble beginnings and continued operation highlight the importance of educational access in even the most remote areas.

The school’s infrastructure reflects its resourcefulness. While lacking a boundary wall and electricity, it boasts a functional library containing 1010 books, a vital resource for students’ academic enrichment. The provision of hand pumps ensures access to clean drinking water, a fundamental necessity for a healthy learning environment. Furthermore, the presence of separate boys’ and girls’ toilets underscores a commitment to basic sanitation and hygiene.

The school’s academic focus is primarily on Hindi as the medium of instruction. This approach recognizes and respects the local language, making education more accessible and engaging for students. The teaching staff comprises eight male teachers and one female teacher, working collaboratively to provide a holistic educational experience. The school follows the State Board curriculum for both class 10 and 12 examinations.

Technological resources, although limited, are present. Twelve functional computers are available for educational purposes, though a dedicated computer-aided learning lab is currently absent. This points towards a potential area for future development and improvement, particularly in enhancing digital literacy among students. The absence of a playground is noteworthy, highlighting a need for enhanced recreational facilities within the school grounds.

The school’s operational details reflect its practicality. It operates from a government-provided building, and the school year commences in April. The absence of a pre-primary section and the lack of a mid-day meal program are noteworthy aspects of its current setup.

The school’s location in a rural setting presents both challenges and opportunities. While access to resources may be comparatively limited, its presence serves as a crucial educational hub for the surrounding community. This underscores the critical role that such institutions play in bridging the educational gap and promoting equal opportunities for all.

The school’s management by the Department of Education ensures a degree of governmental oversight and support. This offers a degree of stability and potential for access to further resources and developmental initiatives. However, the lack of a dedicated head teacher is notable and suggests a potential area requiring attention.

The school’s geographic coordinates (30.73462670, 79.06689430) and pin code (821112) provide valuable information for anyone seeking to locate this important educational institution. While contact information such as phone and email are currently unavailable, the school’s physical presence continues to serve its community.

Looking ahead, Kedar Nath High School presents a compelling case for sustained support and development. Addressing the needs identified, such as the lack of a playground and a computer-aided learning lab, would significantly enhance the educational experience for its students. This would further enable them to compete effectively in the broader educational landscape.

In conclusion, Kedar Nath High School represents a vital part of the educational fabric of Bihar. Despite its resource constraints, its dedication to providing education in a rural setting, combined with its commitment to its students, makes it a significant contributor to the region’s development. Continued support and investment in its infrastructure and resources will ensure its continued success in empowering future generations.