N.P.S.MAKTAB.KHARDIH

N.P.S.MAKTAB.KHARDIH was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in SIKANDRA block of JAMUI 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. Urdu 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 2 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 120 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.MAKTAB.KHARDIH: A Rural Primary School in Bihar, India

N.P.S.MAKTAB.KHARDIH is a government-run primary school located in the rural area of SIKANDRA block, JAMUI district, Bihar, India. Established in 2010 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5, serving the community with a focus on primary education.

The school’s infrastructure includes two classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teachers. While the school boasts a library containing 120 books, it currently lacks a boundary wall and electricity connection. However, clean drinking water is readily available through functional hand pumps. Separate functional boys’ and girls’ toilets are also present on the premises. The absence of a playground and computers does present some limitations.

Instruction is delivered primarily in Urdu, with a teaching staff comprising one male and one female teacher. Meals are provided and prepared within the school premises, ensuring that students receive proper nourishment. The school operates on an academic calendar that commences in April.

The school’s accessibility is ensured by an all-weather road, facilitating easy access for both students and staff. Importantly, the absence of ramps presents a barrier for students with disabilities, highlighting a key area for potential improvement and future development.

Despite some infrastructural limitations, N.P.S.MAKTAB.KHARDIH plays a vital role in providing basic education to children in this rural community. The availability of a library and mid-day meals demonstrates a commitment to supporting students’ learning and well-being.

The school’s management, under the Department of Education, is responsible for overseeing operations and ensuring the continued provision of quality primary education. Future development plans may include addressing the lack of a boundary wall, electricity, a playground, and computer facilities to enhance the overall learning environment.

The absence of computer-aided learning and computers themselves presents opportunities for technological advancements to enrich the curriculum and prepare students for the demands of a modern world. This could significantly enhance their learning experience and prepare them for future opportunities.

Improving the school’s infrastructure, particularly by adding a boundary wall for security and providing electricity for better lighting and resource utilization, would contribute significantly to the overall improvement of the school’s facilities.

Furthermore, creating a playground would provide a space for recreational activities, promoting physical health and well-being amongst the students. The addition of computers and a computer-aided learning lab would significantly improve the quality of education.

The need for ramps to ensure accessibility for disabled students underscores the importance of inclusive education. Implementing these infrastructural changes would not only enhance the school’s facilities but also create a more inclusive and supportive environment for all students.