NPS IBRAHIMPUR HARIJAN TOLA -02 SHWASHTH KENDRA

NPS IBRAHIMPUR HARIJAN TOLA -02 SHWASHTH KENDRA was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in PAHARPUR block of PURBA CHAMPARAN 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 Pucca But Broken 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 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

NPS Ibrahimpur Harijan Tola -02 Swashth Kendra: A Comprehensive Overview

NPS Ibrahimpur Harijan Tola -02 Swashth Kendra, a primary school located in the rural area of Bihar, India, offers a glimpse into the educational landscape of a developing region. Established in 2013 under the Department of Education, this co-educational institution caters to students from classes 1 to 5. The school’s infrastructure presents a mixed picture, highlighting the challenges faced in providing quality education in underserved communities.

The school currently lacks a dedicated building, operating without a permanent structure. While it doesn’t offer a pre-primary section, it boasts a crucial element in modern education: a computer-aided learning lab, demonstrating a commitment to integrating technology despite resource constraints. However, the absence of electricity poses a significant hurdle, potentially limiting the effective utilization of this valuable resource.

The school’s teaching staff comprises one male and one female teacher, totaling two educators responsible for guiding students across the five primary grades. The instruction medium is Hindi, reflecting the local linguistic context. While the school utilizes computer-aided learning, it currently lacks computers for practical application, highlighting a need for further resource allocation.

Despite lacking a formal library, the school emphasizes Hindi as the primary language of instruction, reflecting the local context. The absence of a playground and library, coupled with the lack of a permanent building, presents a contrast to the presence of computer-aided learning. This suggests a strategic focus on incorporating technology while infrastructure development remains a pressing need.

The school’s location in a rural setting, accessible via an all-weather road, indicates a commitment to reaching students in remote areas. The school’s operational challenges are further underscored by the lack of drinking water facilities and the dilapidated state of its pucca boundary wall. This necessitates immediate attention to ensure the safety and well-being of the students.

The absence of essential amenities such as a playground, library, and functional toilets emphasizes the significant resource gap. The non-provision of midday meals further compounds these challenges, raising concerns about the nutritional well-being of the students. These factors significantly impact the overall learning environment and student experience.

The school’s management, under the Department of Education, reflects a commitment to providing education in this underserved community. The dedicated teaching staff demonstrates a dedication to their students, despite operating within limited resources and infrastructure. Their commitment is commendable, even given the stark contrasts within the school’s amenities.

Despite its challenges, NPS Ibrahimpur Harijan Tola -02 Swashth Kendra represents a beacon of hope in providing primary education to a rural community. The presence of computer-aided learning suggests a forward-looking approach, demonstrating a willingness to embrace technological advancements despite infrastructural limitations.

The school’s needs are clear: a permanent building, essential amenities like toilets and drinking water, a functional library, and a playground are critical for enhancing the learning environment. Additionally, providing reliable electricity and access to computers would significantly improve educational opportunities.

Addressing these infrastructural and resource deficiencies will undoubtedly enhance the educational experience for the students of NPS Ibrahimpur Harijan Tola -02 Swashth Kendra. By investing in its development, stakeholders can contribute significantly to improving educational access and outcomes in this rural community.