P.S. BANDH KE DAKSHIN MOW DHANESHPUR UTTAR

P.S. BANDH KE DAKSHIN MOW DHANESHPUR UTTAR was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in VIDYAPATINAGAR block of SAMASTIPUR 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 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 a library and has 200 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. Bandh Ke Dakshin Mow Dhaneshpur Uttar: A Rural Primary School in Bihar

P.S. Bandh Ke Dakshin Mow Dhaneshpur Uttar is a primary school located in the rural heartland of Bihar, India. Established in 2007, this co-educational institution falls under the purview of the Department of Education, serving students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local linguistic landscape. While lacking some modern amenities, its dedication to providing a basic education is evident.

The school’s infrastructure is modest, lacking a dedicated school building. Despite this, it provides a space for learning, employing three teachers – two male and one female – to cater to the students’ needs. The school’s commitment to the community is further highlighted by its provision of midday meals, prepared and served on the school premises, ensuring that students receive proper nourishment alongside their education.

The school’s library stands as a beacon of learning, housing a collection of 200 books. This resource provides students with access to supplementary reading materials, enriching their learning experience beyond the classroom. The absence of a playground, however, presents a challenge, limiting opportunities for physical activity and recreational development. The school’s location in a rural area also poses challenges in terms of access to advanced technology and infrastructure.

Despite the absence of a computer-aided learning lab, computers, and ramps for disabled children, the school perseveres in its mission to provide basic education. The lack of electricity and a boundary wall also presents infrastructural limitations. The school’s commitment to education is underscored by the fact that the drinking water source, while present, is not specified.

The school’s management focuses on providing a quality primary education, ensuring that students receive the fundamental skills necessary for future academic pursuits. The absence of a pre-primary section, however, means that the school doesn’t cater to the youngest learners in the community.

The school’s academic focus is strictly primary education (Classes 1-5). The curriculum follows a standard framework, likely aligning with the state’s educational guidelines. The school’s academic performance and student achievements would warrant further investigation.

P.S. Bandh Ke Dakshin Mow Dhaneshpur Uttar’s unique challenges, especially concerning infrastructure, underscore the need for continued investment in rural education in Bihar. This investment could involve providing a dedicated school building, improving access to technology, and enhancing the overall learning environment.

Addressing these infrastructural deficiencies would significantly enhance the learning experience and create a more supportive atmosphere for students and teachers alike. This would enable the school to better equip students with the skills and knowledge they need to thrive.

The school’s operational details, such as contact information and precise location coordinates, remain unavailable. This lack of readily available information highlights the need for improved data management within the education system to enhance transparency and accessibility.

The school’s story serves as a reminder of the ongoing need for resources and support for under-resourced schools in rural areas, emphasizing the importance of collaborative efforts to improve educational opportunities for all children. Further research into the school’s progress and achievements would provide a more comprehensive understanding of its impact on the community.