NEW P S KADAMKHADI TIKKAR TOLA

NEW P S KADAMKHADI TIKKAR TOLA was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in BAISA block of PURNIA 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 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 a playground. The school has no library and has 0 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 Kadamkhadi Tikkar Tola: A Rural Primary School in Bihar

NEW P S Kadamkhadi Tikkar Tola is a government-run primary school located in the rural area of Baisa block, Purnia district, Bihar. Established in 2012 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s primary instruction medium is Hindi.

The school infrastructure includes a government building with three classrooms, all in good condition. Additionally, there are two rooms dedicated to non-teaching activities, and a separate room serves as a headmaster/teacher’s office. While the school boasts a playground, it currently lacks a boundary wall and an electricity connection. The school’s drinking water source is hand pumps, ensuring access to clean water for students and staff. Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet. Importantly, ramps for disabled children are available, ensuring inclusivity in accessing the classrooms.

The school’s operational model is characterized by a single male teacher, providing instruction to students in a range of subjects. Mid-day meals are provided and prepared on the school premises, contributing to the students’ well-being. Despite the absence of a computer-aided learning lab and library, the school strives to provide a quality education within its available resources. The absence of a library is notable, although efforts to improve this aspect of the school could be beneficial in enhancing educational opportunities for the students.

The school’s location in a rural setting presents both challenges and opportunities. While access to resources might be limited compared to urban schools, the close-knit community could foster a supportive learning environment. The school’s accessible location, reachable by an all-weather road, ensures easy commuting for students and staff regardless of weather conditions. The school year, typical of Indian schools, begins in April.

The absence of female teachers and a pre-primary section highlights areas where expansion could benefit the school. The lack of computers and a computer-aided learning lab also indicate potential areas for improvement in terms of providing modern educational tools. Increased resources and infrastructure could significantly elevate the educational experiences for the students.

The school’s management under the Department of Education indicates a commitment to providing free and compulsory education in the area. The school plays a crucial role in the community, contributing significantly to the educational development of children in this rural area. By addressing the areas mentioned, further enhancements could make the school an even more valuable asset to the community.

The school’s commitment to providing mid-day meals is essential in ensuring the nutritional needs of students are met, particularly in a rural context where access to nutritious food may be limited. This initiative contributes to improved attendance and academic performance.

NEW P S Kadamkhadi Tikkar Tola, despite its resource constraints, provides a vital educational service to the children of its community. The school’s dedication to providing basic education amidst these challenges showcases the vital role of education in rural development.

Looking ahead, there is potential for significant improvements. The addition of a library, computer lab, and more teachers, particularly female teachers, would provide a richer and more comprehensive learning experience for the students.

Community involvement is also crucial in supporting the school’s development. Parental participation and engagement can significantly contribute to the success and growth of the institution. Collaborations with local organizations and NGOs could also provide access to additional resources and expertise.

In conclusion, NEW P S Kadamkhadi Tikkar Tola serves as a cornerstone of education in its community. While improvements are needed, its existence reflects a commitment to providing primary education to children in a rural setting, fostering hope and opportunity for future generations.