MOTHER TERESA PUBLIC SCHOOL

MOTHER TERESA PUBLIC SCHOOL was established in 2009 and it is managed by the Unrecognised. It is located in Rural area. It is located in JEHANABAD block of JEHANABAD district of Bihar. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Private building. It has got 7 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 N/A boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 50 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Mother Teresa Public School: A Rural Primary School in Bihar, India

Mother Teresa Public School, a private primary school located in the rural area of Jehanabad district, Bihar, India, opened its doors in 2009. Operating under unrecognized management, the school serves students from Class 1 to Class 8, offering a co-educational environment with a dedicated pre-primary section. The school’s instruction medium is Hindi.

The school infrastructure comprises seven classrooms in good condition, along with additional rooms for non-teaching activities and a separate space for the head teacher. Electricity is available, and the school utilizes hand pumps for drinking water. Sanitary facilities include two boys’ toilets and one girls’ toilet. A playground and a library stocked with 50 books are also present. While the school boasts a computer for teaching and learning, a computer-aided learning lab is not currently functional. Importantly, the school lacks a boundary wall.

The school’s academic focus is primary and upper primary education (Classes 1-8). Seven teachers, all employed on a contract basis, provide instruction. The absence of a midday meal program is notable. While the school offers a pre-primary section, it doesn’t offer classes beyond Class 8. Therefore, there is no need to consider classes beyond primary level.

Accessibility is a factor; the school is accessible by road, regardless of weather conditions. The school’s academic year commences in April. The school’s rural location emphasizes its role in providing education to children in a less-served area. The private building houses the entire school and is in good condition, contributing to a suitable learning environment.

The availability of a library, even with a limited number of books, highlights a commitment to fostering a reading culture. The playground ensures the provision of recreational opportunities for students, which are considered essential for overall development. The presence of toilets, though limited, demonstrates an effort to maintain basic sanitation standards.

The school’s reliance on hand pumps for water underlines the need for improved water infrastructure in the region. The lack of a computer-aided learning lab indicates a potential area for future development and investment. The school’s manageable size allows for personalized attention to students, a benefit in a rural setting.

The fact that the school is under unrecognized management suggests a need for increased support and recognition from educational authorities. This would offer better opportunities for improvement and resource allocation. This support could assist in addressing the lack of a boundary wall, upgrading the computer lab and potentially expanding the library collection.

The school’s modest resources demonstrate the dedication of its staff in providing education to the community. This commitment underscores the critical need for continued support and investment to ensure that the school can continue serving the children of this rural area effectively. The school’s overall status necessitates ongoing attention from local and regional educational authorities to ensure the long-term sustainability of its valuable educational services.

Despite the challenges, Mother Teresa Public School plays a vital role in providing primary education to the community it serves, demonstrating the importance of accessible education, even in resource-constrained settings. Its continued operation underscores the commitment to education in this rural region.