N P S SUHIA SHIV KUMAR PASWAN TOLA

N P S SUHIA SHIV KUMAR PASWAN TOLA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in TERHA GACHH block of KISHANGANJ district of Bihar. The school consists of Grades from 1 to 5. 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 6 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 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.

N P S Suhia Shiv Kumar Paswan Tola: A Detailed Overview of a Rural Bihar Primary School

N P S Suhia Shiv Kumar Paswan Tola, a government primary school in the rural heartland of Bihar, stands as a testament to the ongoing efforts to provide basic education. Established in 2010 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys.

Located in the Terha Gachh block of Kishanganj district, the school’s infrastructure comprises a government building housing six classrooms, all reported to be in good condition. The school’s functional facilities include separate boys’ and girls’ toilets, ensuring a basic level of hygiene and safety for its students. The provision of hand pumps offers a reliable source of drinking water. The school’s curriculum is conducted primarily in Hindi.

Despite its foundational role in the community, the school faces challenges. The absence of electricity significantly hampers its operational capabilities and limits access to modern learning resources. Furthermore, the pucca but broken boundary wall highlights the need for ongoing maintenance and repair to ensure a safe learning environment. The lack of a playground and library further restricts extracurricular activities and opportunities for enriched learning.

The teaching staff consists of one male and one female teacher, reflecting the dedication of individuals to educate the next generation. The mid-day meal program is operational, providing vital nutritional support to students. Notably, the school does not offer a pre-primary section and lacks computer-aided learning facilities, limiting opportunities for engagement with technology in education. The absence of computers also signifies a gap in access to digital learning resources.

The school’s management, under the Department of Education, plays a crucial role in guiding its development and addressing its needs. The school’s rural location presents both challenges and opportunities, with access to all-weather roads improving connectivity. However, the lack of a library and playground underscores areas where investment and improvement are critical.

The overall picture reveals a school striving to deliver basic primary education amidst certain limitations. The absence of key resources, such as computers and a functioning computer-aided learning lab, indicates the scope for improvement and the need for investment in technology integration. The broken boundary wall necessitates immediate repairs to ensure a secure environment for both students and staff.

The school’s functionality relies heavily on the dedication of its two teachers, emphasizing the significance of teacher support and professional development initiatives. The availability of mid-day meals, however, underscores the commitment to addressing students’ nutritional needs, mitigating one of the challenges faced by many rural students.

The school’s operational challenges, particularly the absence of electricity and other modern learning tools, highlight the need for government intervention and community support. Addressing these limitations would significantly enhance the quality of education provided.

Further, infrastructure improvements, including the repair of the boundary wall and the potential addition of a library and playground, would create a more holistic learning experience, fostering overall student development. The inclusion of computer-aided learning would enhance the learning experience and bridge the digital divide.

The success of N P S Suhia Shiv Kumar Paswan Tola hinges not only on infrastructure development but also on sustained teacher training and capacity building. Empowering teachers with the necessary skills and resources is critical to effective educational delivery.

In conclusion, N P S Suhia Shiv Kumar Paswan Tola represents a significant educational institution in a rural context. While it faces challenges, the dedication of its teachers and the provision of basic facilities like mid-day meals and functional toilets provide a foundation upon which significant improvements can be made. With continued investment and support, the school can overcome its limitations and empower its students to achieve their full potential.