N.P.S. TELIA PER (HAKAM)

N.P.S. TELIA PER (HAKAM) was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in BAIKUNTHPUR block of GOPALGANJ 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 5 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 86 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

N.P.S. Telia Per (Hakam): A Comprehensive Profile of a Bihar Primary School

N.P.S. Telia Per (Hakam), a government-run primary school in Bihar, India, offers valuable insights into rural education. Established in 2006 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, serving the rural community of Baikunthpur block in Gopalganj district.

The school’s infrastructure comprises a government building with five classrooms, all in good condition, and additional rooms for non-teaching activities and staff. While the school boasts a library containing 86 books and a computer-aided learning lab, it lacks a boundary wall and electricity, relying on hand pumps for drinking water. The absence of a playground is notable. The school has one boys’ toilet and one girls’ toilet, essential facilities for student hygiene. Importantly, the school provides and prepares midday meals on its premises.

Instruction is delivered primarily in Hindi. The teaching staff consists of four teachers – two male and two female – dedicated to educating the students. The school’s commitment to education is evident in its comprehensive curriculum, despite the resource limitations. The school’s rural location and accessibility via an all-weather road indicate its service to a wider community.

The school’s academic focus is strictly primary education (Classes 1-5). It does not offer pre-primary education or higher secondary classes. The school operates within the framework of the Department of Education, adhering to its guidelines and standards. This government oversight ensures accountability and provides a structure for the school’s functioning.

While the school operates without computers for teaching, the presence of a computer-aided learning lab suggests a forward-thinking approach to integrating technology into education when resources allow. This demonstrates an initiative to improve the quality of education, albeit hindered by the lack of functional computers.

The absence of a boundary wall poses a challenge, highlighting the need for improved safety and security measures. Similarly, the lack of electricity presents difficulties in providing a consistently comfortable and conducive learning environment. Despite these limitations, the school’s commitment to providing a midday meal is crucial in ensuring students receive proper nutrition, which can significantly impact their learning and overall well-being.

The school’s operation demonstrates the realities of rural education in Bihar. Despite the resource constraints, the dedicated teachers and the school’s commitment to providing essential services such as midday meals are noteworthy.

The information available highlights the need for further investment in infrastructure and resources to enhance the learning experience and improve the overall quality of education offered at N.P.S. Telia Per (Hakam). The school’s reliance on hand pumps for drinking water necessitates regular maintenance and monitoring to ensure the safety and health of the students.

In conclusion, N.P.S. Telia Per (Hakam) presents a complex picture of rural education in India. It showcases the challenges and limitations of providing quality education in resource-scarce environments. However, it also highlights the dedication of educators and the importance of government support in overcoming these obstacles and ensuring access to basic education for all. Future improvements in infrastructure and resources will significantly enhance the school’s capacity to provide even better educational opportunities for its students.