N/P/S TARLTOLA DASIYABAHI

N/P/S TARLTOLA DASIYABAHI was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in PIPRA block of SUPAUL 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 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 190 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 Tarltola Dasiya Bahi: A Comprehensive Overview of a Rural Primary School in Bihar

N/P/S Tarltola Dasiya Bahi, a primary school nestled in the rural heart of Bihar, India, offers a glimpse into the educational landscape of a developing region. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, playing a vital role in the community’s educational development. The school’s curriculum is delivered primarily in Hindi, reflecting the local linguistic context.

The school’s infrastructure, while functional, highlights the challenges faced by many rural schools. Currently, the school operates without a dedicated building, relying on alternative arrangements for classrooms. However, despite the lack of a formal building, the school boasts a library containing 190 books, demonstrating a commitment to literacy and learning. Hand pumps provide the school’s drinking water, ensuring access to this essential resource. The school also includes separate functional boys’ and girls’ toilets, crucial for maintaining hygiene and sanitation.

The school’s human resources are a vital component of its educational mission. Two female teachers dedicate their expertise to shaping young minds. The school provides mid-day meals, prepared and served on-site, contributing to students’ nutritional needs and supporting regular attendance. The school’s location in a rural area signifies the importance of its accessibility, especially considering the lack of specified transportation details.

The absence of computers and computer-aided learning facilities reflects the broader digital divide prevalent in many rural areas. This lack of technology underscores the need for increased investment in educational resources and infrastructure to bridge this gap and enhance learning opportunities for students. Similarly, the absence of a boundary wall and electricity presents ongoing challenges for security and operational efficiency.

While the school lacks a playground, the presence of a library indicates a priority on literacy and knowledge acquisition. This focus on academic learning is further emphasized by the school’s “Primary only (1-5)” academic title, clearly defining its scope and target audience. The absence of pre-primary sections and specialized facilities for students with disabilities highlight areas requiring future development and investment.

Furthermore, the school’s operational independence is evidenced by the absence of a head teacher mentioned in the provided data. While the exact administrative structure is unclear, the efficient functioning of the school suggests robust local management and community involvement. The absence of male teachers and contract teachers reflects the specific staffing situation at the school, but also raises questions about the overall teacher-student ratio and the need for teacher training.

The school’s “Others” designation for higher secondary education boards indicates a connection to an external system for students progressing beyond the primary level. This integration with broader educational pathways is crucial for ensuring students have opportunities to continue their studies beyond primary school.

Located in the Pipra block of Supaul district in Bihar, the school’s geographic placement is a significant factor influencing access and enrollment. The rural setting emphasizes the vital role of N/P/S Tarltola Dasiya Bahi in providing essential primary education to children in a remote area. Understanding the school’s context requires acknowledging the socio-economic factors influencing its development and limitations.

In conclusion, N/P/S Tarltola Dasiya Bahi represents a typical rural primary school in Bihar, facing common challenges related to infrastructure, resources, and technology. Yet, its commitment to providing basic education, its provision of mid-day meals, and the dedication of its teachers illustrate the resilience and importance of these community educational institutions. Further investment in infrastructure, technology, and teacher training would significantly enhance the educational opportunities available to students. The school’s dedication to education despite these challenges highlights its vital role within the community.