N.P.S.SHOBHA PAHALWAN BASA

N.P.S.SHOBHA PAHALWAN BASA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in BELDOUR block of KHAGARIA 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 3 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 a library and has 40 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. Shobha Pahalwan Basa: A Rural Primary School in Bihar

N.P.S. Shobha Pahalwan Basa is a government-run primary school located in the rural area of BELDOUR block, KHAGARIA district, Bihar. Established in 2006 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher.

The school’s educational approach centers around Hindi as the primary medium of instruction. Its curriculum focuses on providing a foundational primary education (grades 1-5), aligning with the overall educational goals for students at this level. The school follows a standard academic calendar, with the academic session commencing in April.

Despite its rural location, the school strives to provide a functional learning environment. A key feature is the presence of a library stocked with 40 books, fostering a love for reading among the students. The school also prioritizes the students’ well-being by ensuring access to clean drinking water through functional hand pumps. Furthermore, separate functional boys’ and girls’ toilets are available on campus.

While the school lacks computer-aided learning facilities and a playground, it compensates with other crucial elements. The school building itself is of a pucca (permanent) construction, though it is described as being in a state of repair. The lack of electricity presents a challenge, which underscores the need for additional resources and support to enhance the educational experience. The school’s pucca but broken boundary wall provides some level of security, though it highlights the need for maintenance and repairs.

The school’s teaching staff comprises three teachers, including one male teacher and two female teachers. The school provides mid-day meals, prepared and served on the premises, addressing the nutritional needs of the students. This commitment to providing meals ensures students are well-nourished and ready to learn. The school’s management structure falls under the Department of Education, indicating its integration into the state’s education system.

Importantly, the school’s accessibility is ensured via an all-weather road, ensuring consistent attendance for students. This accessible location minimizes potential disruptions caused by weather conditions, allowing for continuous learning.

The school’s rural setting presents both opportunities and challenges. While it allows for a connection to the local community, it also highlights the need for continued investment in infrastructure and resources to provide students with a quality education comparable to their urban counterparts.

The N.P.S. Shobha Pahalwan Basa exemplifies the dedication of educators in rural areas committed to providing education to students despite limited resources. The school’s management and staff should be commended for their continuous efforts in providing primary education within the constraints of their surroundings. This commitment underscores the importance of ongoing support and resource allocation to improve the learning environment for these students.

The future of N.P.S. Shobha Pahalwan Basa hinges on addressing the identified infrastructural needs and providing access to technological resources. Investing in electricity, computers, and a playground would significantly enhance the learning experience and help bridge the educational gap between rural and urban schools.

In conclusion, N.P.S. Shobha Pahalwan Basa serves as a vital educational institution in its community. By continuing to improve its infrastructure and resources, the school can better equip its students with the knowledge and skills necessary to succeed in the future, bridging the educational gap and fostering a more equitable learning environment for all.