M S AALU BATHAN

M S AALU BATHAN was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in BARHARA KOTHI block of PURNIA 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. 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 18 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 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 150 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.

M S AALU BATHAN: A Rural Primary School in Bihar, India

M S AALU BATHAN, a government-run primary school, serves the rural community of BARHARA KOTHI block in PURNIA district, Bihar, India. Established in 1962 under the Department of Education, this co-educational institution provides education from Class 1 to Class 8. The school’s unique characteristics and operational details offer a glimpse into its role within the local educational landscape.

The school’s infrastructure includes a pucca but broken building, housing 18 classrooms suitable for instruction. While lacking electricity and a playground, the school boasts a library stocked with 150 books, a valuable resource for students. The provision of hand pumps ensures access to clean drinking water, and ramps are available for students with disabilities, highlighting the school’s commitment to inclusivity. Separate functional boys’ and girls’ toilets are also present.

The teaching staff comprises four male and one female teacher, totaling five educators dedicated to shaping young minds. Hindi serves as the primary language of instruction. The school operates on an academic calendar that commences in April, aligning with the regional academic year. The school provides mid-day meals, prepared and served within its premises, ensuring students’ nutritional needs are met.

The school’s administration emphasizes a focus on core subjects within the primary and upper primary curricula. The school follows the “Others” board for classes 10 and 10+2, indicating a unique academic path tailored to the region’s needs. The absence of a pre-primary section and computer-aided learning facilities indicates areas where future development could significantly enhance the educational experience.

Although the school lacks certain modern amenities, its provision of essential facilities, such as toilets, drinking water, and a library, reflects a commitment to providing basic necessities for students. The school’s location in a rural area emphasizes its critical role in enhancing educational opportunities for children in the community.

The school’s management structure under the Department of Education underscores its integration within the broader state educational system. The dedication of its five teachers highlights the commitment to delivering quality education despite resource limitations. The school’s long history, established in 1962, speaks to its enduring legacy within the community.

The presence of a library with 150 books reflects the school’s emphasis on literacy and academic enrichment. The functional boys’ and girls’ toilets underscore the importance of hygiene and sanitation for students. The presence of ramps showcases a commitment to accessibility and inclusion.

The absence of certain facilities, such as electricity and a playground, presents opportunities for improvement and development. Securing additional resources could significantly enhance the school’s learning environment and overall educational experience.

The school’s reliance on hand pumps for drinking water indicates the need for potential upgrades to water infrastructure. The availability of only basic infrastructure and limited resources signifies the importance of ongoing support to ensure improved learning conditions for its students.

The school’s consistent operation since 1962 underscores its significance in the community. It plays a vital role in providing primary and upper primary education, contributing to the educational development of the region. Further investment in resources could significantly enhance the school’s capabilities and support its continued success.