NPS UGHRA PASWAN TOL

NPS UGHRA PASWAN TOL was established in 2015 and it is managed by the Department of Education. It is located in Rural area. It is located in BAHADURPUR 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. 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 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 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 Not Provided providing mid-day meal.

NPS UGHRA PASWAN TOL: A Rural Primary School in Bihar

NPS UGHRA PASWAN TOL is a primary school located in the rural area of BAHADURPUR block, DARBHANGA district, Bihar. Established in 2015, 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. While it lacks many modern amenities, its dedication to providing basic education remains a vital community service.

The school’s infrastructure is basic. It currently operates without a dedicated school building, relying on alternative facilities. Despite the lack of a formal building, the school ensures that instruction continues, demonstrating resilience and commitment to education in challenging circumstances. While the school lacks classrooms in the traditional sense, the available space is maintained in good condition for teaching. Additional spaces are used for non-teaching activities.

Sanitation facilities are available, with one functional boys’ toilet and one functional girls’ toilet. The school’s drinking water source is hand pumps, ensuring access to clean water for students. However, the school’s location poses some challenges, with the absence of a boundary wall and electricity supply. Furthermore, there is no playground or library, limiting extracurricular activities and access to supplementary reading materials.

The school’s teaching staff comprises two male teachers. The absence of female teachers highlights an area needing attention for ensuring diverse and inclusive education. The school does not offer a pre-primary section or mid-day meals, indicating areas where support and resources could significantly benefit the students.

The school’s accessibility is noteworthy, with its location being reachable via an all-weather road. The school’s operational calendar aligns with the academic year’s typical commencement in April, reflecting the regional educational structure. Despite the lack of computer-aided learning, the school strives to deliver a basic education to the children in its community.

The absence of computers and a computer lab further highlights the school’s resource limitations. The lack of ramps underscores the need for improved accessibility for differently-abled students. The school’s management has indicated the school has shifted to its current location.

The school’s data indicates it is not residential, emphasizing its focus on providing daytime education. The absence of a head teacher is a significant aspect needing immediate attention. The management structure remains an area that requires strengthening.

NPS UGHRA PASWAN TOL showcases the challenges and resilience of rural education in Bihar. While lacking many resources, it provides fundamental education to local children. The school’s current condition emphasizes the need for increased investment in rural education infrastructure, teacher training, and resource provision.

The school’s commitment to education in spite of limitations makes it a compelling case study in the context of improving rural educational facilities in India. Further investment and support could significantly enhance the learning environment and outcomes for the students at NPS UGHRA PASWAN TOL.

Addressing the school’s infrastructural deficiencies, providing necessary resources, and strengthening its management structure are crucial steps toward improving the quality of education provided. Continued support and attention are essential to ensure that this school can provide a more conducive learning environment for the students under its care.