NEW P S MAHAMADPR MAKSUDAN TIWARI TOLA

NEW P S MAHAMADPR MAKSUDAN TIWARI TOLA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in SAHEBGANJ block of MUZAFFARPUR 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a 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 MAHAMADPR MAKSUDAN TIWARI TOLA: A Rural Primary School in Bihar

NEW P S MAHAMADPR MAKSUDAN TIWARI TOLA is a primary school located in the rural area of SAHEBGANJ block, MUZAFFARPUR district, Bihar. Established in 2006, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi.

The school’s infrastructure currently lacks a dedicated building. While it doesn’t possess a boundary wall or electricity connection, it does offer a library, albeit without any books currently cataloged. The absence of a playground and the lack of drinking water facilities present significant challenges for the students.

A single female teacher is responsible for educating the students, highlighting the need for additional staff. The school does provide mid-day meals, prepared and served on the school premises. This initiative plays a crucial role in ensuring that students receive proper nutrition, mitigating some of the challenges related to the school’s infrastructural limitations.

The school’s operational status is notable for its absence of several amenities typically found in educational institutions. The lack of computers, computer-aided learning facilities, and toilets presents significant challenges for both the teaching and learning environment. The absence of ramps also indicates a lack of accessibility for students with disabilities.

Despite these challenges, the school plays a vital role in providing primary education to children in the rural community. The absence of a school building, alongside other infrastructural deficits, points to a pressing need for improvement and investment to provide a better learning environment.

The school’s management, under the Department of Education, needs to address the immediate infrastructural needs, particularly the provision of a proper building, toilets, drinking water sources, and potentially additional teachers. These improvements are crucial to ensure a safe, healthy, and effective learning experience for all students.

Further improvements could also include the acquisition of educational resources such as books for the library, computers for computer-aided learning, and the creation of a playground.

The community’s support and participation in the school’s development is vital. Parent involvement and community engagement can play a crucial role in enhancing the school’s resources and fostering a positive learning environment. Community fundraising initiatives could contribute to addressing immediate infrastructural needs.

The government’s intervention and allocation of necessary funds are paramount in enhancing the school’s infrastructure and providing adequate resources. This will not only improve the learning experience but also create a supportive and inclusive educational environment for all children.

Investing in this rural school is an investment in the future of the community, helping to empower future generations through education and creating opportunities for its students. Addressing the current deficits is crucial for ensuring that NEW P S MAHAMADPR MAKSUDAN TIWARI TOLA achieves its full potential in providing quality education.