NEW P S BAHERA (2006-07)

NEW P S BAHERA (2006-07) was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in TILOUTHU block of ROHTAS 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 7 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has no playground. The school has a library and has 80 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.

NEW P S BAHERA (2006-07): A Comprehensive Profile of a Rural Primary School in Bihar, India

NEW P S BAHERA (2006-07), a government-run primary school, stands as a vital educational institution serving the rural community of TILOUTHU block in ROHTAS district, Bihar, India. Established in 2002 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a crucial foundation in their academic journey. Its Hindi-medium instruction ensures accessibility for local students.

The school’s infrastructure comprises a government building with seven well-maintained classrooms, dedicated to facilitating effective learning. The provision of a functional library stocked with 80 books further enriches the learning experience, supplementing classroom instruction with independent study opportunities. The presence of separate boys’ and girls’ toilets (2 and 3 respectively) reflects a commitment to hygiene and inclusivity. Reliable hand pumps provide a consistent supply of drinking water, addressing a fundamental need for students and staff alike. Furthermore, the school’s accessibility is enhanced by its convenient location, reachable via an all-weather road. The academic year commences in April, aligning with the broader educational calendar.

While the school lacks a playground and boundary wall, the presence of electricity ensures a conducive learning environment. Importantly, ramps for disabled children are available, highlighting the school’s commitment to inclusivity and accessibility for all students. The school’s operational efficiency is further demonstrated by its in-house meal preparation, ensuring students receive nutritious midday meals. This underlines the dedication to providing a holistic educational experience that extends beyond academics.

The school’s staffing consists of two teachers, one male and one female, committed to providing quality education to the students. The instruction is focused on the foundational skills crucial for primary education. This small teaching staff fosters a close-knit environment, potentially enabling more personalized attention to each student’s needs. While the school does not possess a computer lab or computers for educational purposes, its strong focus on basic literacy and numeracy reflects a pragmatic approach to primary education in a resource-constrained environment.

The school’s “Others” classification for board affiliation for both Class 10 and Class 10+2 signifies a unique operational structure, warranting further investigation into its curriculum and examination standards. This aspect warrants further research to understand its specific alignment with state or national educational frameworks. Despite the lack of pre-primary classes, the school’s primary focus remains on providing a strong base for students within its current framework.

The school’s location in a rural area underlines its significance in bridging the educational gap and promoting educational equity in underserved regions. By serving as a cornerstone of its community, the school plays a crucial role in fostering literacy and numeracy among the region’s youth. The school’s dedication to its students is further evident through its various provisions for health, sanitation, and inclusivity.

The data provided showcases a school that prioritizes its students’ needs within its operational capacity. Though some facilities may be lacking, the school’s focus on core educational elements alongside fundamental provisions like sanitation and meals demonstrates a commitment to providing a basic, yet functional, learning environment.

The operational details highlight that NEW P S BAHERA (2006-07) is a modest yet vital institution in its community. The absence of certain amenities should not overshadow the school’s essential role in providing primary education to a rural population. Further development and investment could significantly enhance its capacity and capabilities.

The school’s existence showcases the need for continued investment in rural education infrastructure and teacher training to improve educational opportunities in underserved areas. This investment can empower students and contribute to the overall development of the community.

The information provided gives a clear, concise overview of NEW P S BAHERA (2006-07), allowing for targeted assessments of its strengths and areas needing development. This detailed profile could prove invaluable for resource allocation and future planning.