P.S SAHU EVM HARIJAN TOLA WARD NO-2

P.S SAHU EVM HARIJAN TOLA WARD NO-2 was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in RAGHOPUR block of SUPAUL 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 5 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 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 Applicable providing mid-day meal.

P.S SAHU EVM HARIJAN TOLA WARD NO-2: A Detailed Look at a Bihar Primary School

P.S SAHU EVM HARIJAN TOLA WARD NO-2, a government-run primary school in Bihar, India, offers a glimpse into the educational landscape of rural communities. Established in 2014 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Its rural location in the RAGHOPUR block of SUPAUL district presents both challenges and opportunities for its students and faculty.

The school’s infrastructure comprises a government building with five classrooms, all reported to be in good condition. While the school lacks a boundary wall and electricity, its functional aspects include a dedicated space for the head teacher and two additional rooms for non-teaching activities. The absence of a library, playground, and computer-aided learning facilities highlights areas needing improvement.

The instructional medium is Hindi, and the school’s teaching staff includes two male teachers. The absence of female teachers underscores a significant area needing attention to ensure gender balance in the teaching force. The school operates without a pre-primary section and does not offer midday meals.

The school’s accessibility is facilitated by an all-weather road, with the academic session commencing in April. Its lack of computers, a computer lab, and ramps for disabled students points to potential barriers to inclusive education.

Further improvements are necessary in the school’s infrastructure and facilities. The lack of a boundary wall poses a potential safety concern for the students, and the absence of electricity limits the potential for educational technology integration. The lack of a library and playground hinders the holistic development of students outside the formal curriculum.

Addressing the absence of female teachers is crucial for creating a more balanced and inclusive learning environment. The school’s management should prioritize recruiting qualified female teachers to inspire and mentor female students.

The lack of toilets is a serious concern that needs urgent attention. Providing adequate sanitary facilities for both boys and girls is essential for maintaining hygiene and promoting the health and well-being of the students.

Investing in a library and providing educational resources would significantly enhance the students’ learning experience. A well-stocked library would broaden their horizons and stimulate their intellectual curiosity.

The absence of a playground limits the students’ physical activity and social interaction opportunities. A designated playground would encourage healthy habits and promote social development among the students.

Finally, the school’s management should explore opportunities to access funding and resources to improve its infrastructure and facilities. Collaborating with NGOs, local government agencies, and educational initiatives could help bridge the gap in resources and improve the overall quality of education provided at P.S SAHU EVM HARIJAN TOLA WARD NO-2. This comprehensive approach is vital to ensure that all students receive a quality education that equips them for future success.