NEW AWASIYA JIVAN DEEP PUBLIC SCHOOL

NEW AWASIYA JIVAN DEEP PUBLIC SCHOOL was established in 2011 and it is managed by the Unrecognised. It is located in Rural area. It is located in HISUA block of NAWADA district of Bihar. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Rented building. It has got 8 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 boundary wall. The school has 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 a playground. The school has a library and has 300 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

New Awasiya Jivan Deep Public School: A Comprehensive Overview

New Awasiya Jivan Deep Public School, established in 2011, is an unrecognised, co-educational primary and upper primary school located in the rural area of Hisua block, Nawada district, Bihar. This comprehensive profile delves into the school’s facilities, academic structure, and operational details.

The school operates from a rented building, providing eight classrooms for its students. A notable feature is the presence of a well-stocked library containing 300 books, supporting a conducive learning environment. Furthermore, the school boasts a playground, essential for the physical development and recreation of its students. The school utilizes hand pumps as its drinking water source, ensuring accessibility for all. Technological advancement is demonstrated by the availability of a computer-aided learning lab and one functional computer, enhancing the learning experience.

The school’s academic structure encompasses classes from 1 to 8, offering primary and upper primary education. Hindi serves as the medium of instruction. Notably, the school also includes a pre-primary section, catering to younger learners. The school’s infrastructure includes a pucca boundary wall, providing safety and security, and reliable electricity supply which supports daily operations and computer aided learning. The school also has one functional boys’ toilet and one functional girls’ toilet, prioritizing hygiene and sanitation.

The school’s management is unrecognised, and it currently employs eight contract teachers. The school is not residential and does not provide mid-day meals. The absence of ramps highlights an area for potential future improvement to ensure accessibility for students with disabilities.

The school’s location is easily accessible via an all-weather road. The academic session commences in April. The availability of a computer-aided learning lab indicates the school’s commitment to integrating technology into education, though the single computer suggests potential for expansion in this area.

The provision of basic amenities such as toilets, a playground, and a library, coupled with the use of computer-aided learning, shows the school’s dedication to providing a holistic education. The school’s reliance on hand pumps for drinking water might indicate scope for improvement in terms of water infrastructure.

The eight classrooms suggest sufficient space for the current student population, though the number of classrooms might need to be reviewed in line with future student enrollment projections. The school’s unrecognised status may represent a key area for development and improvement.

The absence of listed teachers is a significant detail that requires further investigation and clarification. A detailed breakdown of teacher qualifications and training would greatly enhance transparency.

Further development could focus on improving facilities, upgrading technology resources, and seeking formal recognition for enhanced credibility and resource allocation. Investing in additional computers and expanding digital literacy could greatly enhance the learning experience.

In summary, New Awasiya Jivan Deep Public School provides a basic educational foundation to students in the rural area of Nawada, Bihar. Focus on securing formal recognition, addressing the lack of listed teachers, and improving infrastructure could significantly elevate the school’s standing and educational outcomes for its students.