N.P.S. BIRSAIR BARAKA POKHOR

N.P.S. BIRSAIR BARAKA POKHOR was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in PANDAUL block of MADHUBANI 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 No Building building. It has got 0 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 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 84 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. Birsair Baraka Pokhor: A Rural Primary School in Bihar

N.P.S. Birsair Baraka Pokhor, a primary school located in the rural heartland of Bihar, stands as a testament to the ongoing efforts to expand educational opportunities in underserved areas. Established in 2007 under the Department of Education’s management, this co-educational institution caters to students from Class 1 to Class 5. While lacking some modern amenities, the school provides a crucial foundation for the community’s children.

The school’s infrastructure, though modest, consists of a functional, albeit broken, pucca boundary wall. While it currently lacks a dedicated school building and a playground, its 84-book library serves as a valuable resource for students eager to expand their knowledge. The lack of electricity poses a challenge, yet the school’s commitment to education perseveres. The presence of separate boys’ and girls’ toilets reflects a commitment to providing a safe and comfortable learning environment.

Importantly, the school actively addresses the nutritional needs of its students, providing mid-day meals prepared on-site. This vital support ensures students can focus on their studies without the burden of hunger. The school’s instruction is delivered in Hindi, a language readily accessible to the local community.

The teaching staff comprises one male teacher and three female teachers, totaling four dedicated educators committed to shaping young minds. Despite the absence of computer-aided learning and computers, the school’s focus remains on providing quality primary education.

The school’s location in the Pandaul block of Madhubani district, Bihar, is accessible by all-weather roads. This accessibility is crucial for enabling students from surrounding villages to attend. The school’s rural setting highlights its importance in bridging educational gaps within the community.

The school’s lack of pre-primary sections underscores the need for future development and expansion. However, the current focus on providing a strong foundation in primary education lays a crucial base for continued progress.

While lacking a formal school building and some modern technological tools, N.P.S. Birsair Baraka Pokhor embodies resilience and dedication to education. The school’s commitment to providing a safe and nurturing environment, despite resource limitations, is noteworthy.

The school’s management, the Department of Education, continues to play a vital role in providing support and guidance. Through consistent efforts to improve infrastructure and resources, the school’s capacity to provide quality education can be enhanced further.

The absence of ramps for disabled children highlights an area for future development, as ensuring inclusivity and accessibility for all students is paramount. Nevertheless, the school’s current facilities are functional and adequately serve the immediate educational needs of the community.

This rural primary school’s story is one of perseverance, community engagement, and a commitment to providing educational opportunities to young learners in a less privileged setting. Its ongoing progress shows the potential for growth and positive impact on the community it serves.