MIDDLE SCHOOL PAHARIPUR

MIDDLE SCHOOL PAHARIPUR was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in GOH 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 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 Pucca 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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 Paharipur: A Comprehensive Overview

Middle School Paharipur, established in 1980, serves the rural community of Paharipur, Bihar, India. Managed by the Department of Education, this co-educational institution offers primary and upper-primary education, encompassing classes 1 through 8. The school’s instruction medium is Hindi.

The school building, a government-owned structure, houses four classrooms in good condition. While lacking a library and playground, the school prioritizes access to clean drinking water through functional hand pumps. Importantly, ramps are available, ensuring accessibility for students with disabilities.

A dedicated staff of five teachers, including one male and four female educators, provide instruction. The school operates on an academic calendar that commences in April. The school provides and prepares midday meals for students on the premises.

The school’s infrastructure includes a pucca (permanent) boundary wall. Notably, the school lacks electricity and computer-aided learning facilities. The absence of computers highlights a need for future technological upgrades to enhance the learning experience.

The school’s location in a rural area presents both challenges and opportunities. Its accessibility via an all-weather road is a significant advantage, ensuring regular student attendance. However, the lack of a library and computer lab underscores the need for resource development.

The absence of pre-primary classes suggests a focus on primary and upper-primary education, accommodating students within this age range. The school’s affiliation with the “Others” board for class 10 and 10+2 indicates a unique educational pathway, possibly involving local or regional examination boards.

The school’s operational aspects show a commitment to providing a basic educational foundation. The provision of midday meals speaks to the school’s dedication to student well-being and nutritional support.

The school’s overall condition suggests the need for improvements in various areas. Investment in technology, library development, and playground facilities would significantly enhance the learning environment and provide a more holistic educational experience.

The absence of a computer lab emphasizes the importance of digital literacy initiatives to bridge the technology gap in rural education. Improving the school’s infrastructure would empower students with 21st-century skills, preparing them for a rapidly changing world.

Middle School Paharipur plays a vital role in the Paharipur community, providing essential education to children in a rural setting. Further development and investment would significantly enhance its capacity to provide a high-quality learning experience for its students.