M.S.PARWATI NAGAR

M.S.PARWATI NAGAR was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in KHIZERSARAI block of GAYA 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 3 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 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 200 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.PARWATI NAGAR: A Rural Primary School in Bihar, India

M.S.PARWATI NAGAR is a government-run primary school located in the rural area of KHIZERSARAI block, GAYA district, Bihar, India. Established in 1995 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a primary and upper primary education. The school’s curriculum is taught in Hindi.

The school building, a government structure, houses three classrooms, all in good condition. These classrooms cater to the school’s educational needs, supplemented by additional rooms dedicated to non-teaching activities and a separate space for the school’s teachers. While the school boasts a library with 200 books, it lacks a playground and a boundary wall. The absence of electricity also poses a significant challenge.

Access to clean drinking water is a concern, as the school currently has no functional source. However, the school does provide a midday meal prepared on its premises. Sanitation is addressed with the presence of one boys’ toilet and one girls’ toilet, both functional, ensuring basic hygiene standards are met. Ramps for disabled children are available, ensuring inclusivity within the school’s environment.

The school’s teaching staff comprises three teachers: two male and one female. The teaching resources are currently limited, with no computers available for either teaching or computer-aided learning. The school is not a residential facility, and it functions as a regular day school, without any pre-primary section.

The school’s location in a rural area poses challenges in terms of infrastructure and resources. The lack of electricity, a playground, and a boundary wall impacts the overall learning experience. However, the school’s commitment to providing education, particularly the provision of midday meals and accessible ramps, highlights its dedication to serving the community.

Despite the limitations, M.S.PARWATI NAGAR plays a crucial role in providing primary and upper primary education to the children of the rural area. The school’s management and staff work diligently to ensure the best possible learning environment within the given constraints.

The school’s management, under the Department of Education, continues to strive for improvements in infrastructure and resources. The availability of ramps for disabled children and the functional toilets show the school’s dedication to inclusivity and hygiene.

Future development plans may include the addition of a boundary wall, electricity connection, and a playground to enhance the learning environment. Acquiring more computers and establishing a computer-aided learning lab would also significantly improve the quality of education provided.

The ongoing efforts towards improvement are indicative of the school’s commitment to the educational well-being of its students. The provision of a midday meal underscores the school’s commitment to addressing the nutritional needs of the children, ensuring they can focus on their studies without hunger being a barrier.

The accessibility of the school via all-weather roads, combined with its commitment to inclusivity, signifies its dedication to serving the educational needs of the surrounding community. The existing resources, while limited, are utilized effectively by the committed teachers to provide quality education within the available facilities.