MIDDLE SCHOOL BAHURIA BIGHA

MIDDLE SCHOOL BAHURIA BIGHA was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in BARUN block of AURANGABAD (BIHAR) 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 11 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 1179 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.

Middle School Bahuria Bigha: A Detailed Profile

Middle School Bahuria Bigha, located in the rural area of Barun block, Aurangabad district, Bihar, stands as a testament to educational commitment in a rural setting. Established in 1961 and managed by the Department of Education, this co-educational institution offers primary and upper primary education (classes 1-8) to students in the region.

Infrastructure and Resources:

The school boasts 11 classrooms housed within a government building, all in good condition. Supporting the academic environment is a functional library containing 1179 books, a valuable resource for students’ learning and research. The school also provides access to drinking water via hand pumps, ensuring students’ hydration throughout the day. Importantly, ramps are available for disabled children, promoting inclusivity and accessibility. Sanitary facilities consist of one boys’ toilet and two girls’ toilets, essential for maintaining hygiene and well-being.

Teaching Staff and Curriculum:

The school’s educational approach is facilitated by a dedicated teaching staff comprised of 5 male and 5 female teachers, totaling 10 educators. Hindi serves as the medium of instruction, catering to the local linguistic context. The school provides mid-day meals, prepared and served on the premises, addressing nutritional needs and potentially enhancing attendance rates. While the school offers classes from the first to eighth grade, it does not currently have a pre-primary section. The school is affiliated with “Others” for class 10th and 10+2 boards.

Areas for Development:

Despite its strengths, the school lacks some key features. The absence of a boundary wall leaves the school vulnerable, and the lack of electricity hinders modern teaching methodologies and extends the school day’s limitations. Moreover, the absence of a playground limits opportunities for physical activity and recreation, crucial for holistic development. The school also lacks computer-aided learning facilities, limiting exposure to technology-based learning resources.

Community Engagement and Future Outlook:

The school plays a vital role within its community, providing educational opportunities to children in a rural area. The presence of a library and commitment to providing mid-day meals highlights the school’s dedication to its students’ well-being. The availability of ramps for disabled students underscores the school’s efforts toward inclusivity.

Accessibility and Contact Information:

The school is accessible via all-weather roads, ensuring consistent access for both students and staff. However, the school currently lacks a publicly available phone number or email address.

Conclusion:

Middle School Bahuria Bigha represents a cornerstone of education in its rural community. While it possesses several strengths, there is room for improvement in infrastructure and technology integration. Addressing the current limitations concerning electricity, boundary wall, and playground facilities will enhance the learning environment and create a safer, more enriching educational experience for the students. Further efforts in obtaining a contact phone number or email address would significantly improve communication with the school and broader community engagement.