NPS MUSLMAN CHAMARTOL PARRI

NPS MUSLMAN CHAMARTOL PARRI was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in GHANSHYAMPUR block of DARBHANGA 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. Urdu 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 2 boys toilet and it is functional. and 2 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

NPS Muslman Chamartol Parri: A Rural Primary School in Bihar

NPS Muslman Chamartol Parri is a government primary school located in the GHANSHYAMPUR block of DARBHANGA district, Bihar. Established in 2007 under the Department of Education, this rural school serves students from Class 1 to Class 5. The school’s co-educational structure caters to both boys and girls, offering a crucial educational foundation within the community.

The school’s infrastructure comprises three classrooms in good condition, housed within a government building. Two functional boys’ toilets and two functional girls’ toilets are available for students’ use, reflecting a commitment to basic hygiene. The school’s drinking water source is provided by hand pumps, ensuring access to clean water. Importantly, ramps for disabled children are present, ensuring inclusivity and accessibility. The school, however, does not currently have a boundary wall or electricity connection.

The teaching staff consists of two female teachers, providing instruction in Urdu. The school provides midday meals, prepared and served on the premises, ensuring that students’ nutritional needs are addressed. The school operates on an academic calendar that commences in April.

Despite the lack of a library, playground, or computer-aided learning facilities, the school’s two teachers diligently provide quality primary education. The absence of these resources highlights areas where improvements and investment could further enhance the learning environment.

The school’s rural location and its reliance on hand pumps for water illustrate the challenges and realities faced by many schools in similar areas. Nonetheless, the dedication of the teachers to providing a basic education underscores the importance of education in even the most resource-constrained settings.

Future improvements could include the construction of a boundary wall for increased security, installation of electricity for better lighting and technological integration, the development of a library and playground to enrich the learning experience, and the implementation of computer-aided learning for enhanced educational opportunities. The addition of computer-aided learning would also provide greater access to technology and current educational tools.

The availability of ramps for disabled children indicates a thoughtful approach to inclusivity. This commitment to accessibility demonstrates an effort to ensure that all children, regardless of physical limitations, have access to quality education.

NPS Muslman Chamartol Parri, while facing some infrastructure challenges, plays a vital role in the community by providing essential primary education. The dedication of the teaching staff and the commitment to basic amenities are foundational to creating a better learning environment for its students.

The school’s status as a co-educational institution promotes gender equality in education, offering equal opportunities for both boys and girls to receive a primary education. This commitment to gender equality is crucial for empowering the future generation.

Further development and investment in this school would significantly benefit the community, empowering students and contributing to the overall progress of the region. The provision of additional resources and facilities would bolster the learning environment and help equip students with the necessary skills for future success.