P.S KALI ASTHAN KE NIKAT

P.S KALI ASTHAN KE NIKAT was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in KURSAKANTA block of ARARIA 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 2 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 Well 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 Provided and Prepared in School Premises providing mid-day meal.

P.S Kali Asthan Ke Nikat: A Rural Primary School in Bihar

P.S Kali Asthan Ke Nikat is a government-run primary school located in the rural area of Kursakanta block, Araria district, Bihar. Established in 2007 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s primary language of instruction is Hindi.

The school’s infrastructure includes a government-provided building housing two classrooms in good condition. While the school lacks a library and playground, it does provide a mid-day meal prepared on the premises. The school’s water source is a well, and it possesses one functional boys’ toilet and one functional girls’ toilet. The school building features a pucca but broken boundary wall. Unfortunately, the school currently lacks electricity.

The school’s educational provision includes a single male teacher, catering to students’ learning needs. While the school aims to offer a comprehensive primary education, the absence of computers, a computer-aided learning lab, and a library may pose challenges to its students’ overall educational experience.

The absence of additional facilities like a pre-primary section, ramps for disabled children, and computer labs signifies the need for future infrastructural improvements. These upgrades could significantly enhance the learning environment and accessibility for all students.

The school’s rural location underscores the importance of its role in providing educational opportunities within the community. Efforts to improve facilities would significantly benefit the students and contribute to the overall development of the region.

The lack of a pre-primary section may limit access to early childhood education for younger children in the community. Addressing this gap through the addition of a pre-primary section could enhance the school’s overall impact on the community’s education.

The school’s reliance on a well for drinking water highlights the need for continued maintenance and monitoring of water quality. Ensuring a safe and reliable water supply is crucial for the students’ health and well-being.

The absence of electricity presents a significant barrier to integrating modern teaching methodologies and technologies into the curriculum. The acquisition of electricity would unlock opportunities for computer-aided learning and improve the overall learning environment.

The school’s management, under the Department of Education, plays a vital role in securing resources and support for improvements. Working collaboratively with local authorities and community members could pave the way for much-needed enhancements to facilities and educational resources.

In conclusion, P.S Kali Asthan Ke Nikat, despite its limitations, serves as a crucial educational institution in a rural community. Continued investment in infrastructure, resources, and teacher training could significantly enhance the school’s capacity to provide quality education for all its students.