P.S.,FAKILI

P.S.,FAKILI was established in 1987 and it is managed by the Department of Education. It is located in Rural area. It is located in KARGAHAR block of ROHTAS 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 6 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 Partial boundary wall. The school has 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 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., FAKILI: A Rural Primary School in Bihar, India

P.S., FAKILI, a government-run primary school, stands as a vital educational institution serving the rural community of Kargahar block in Rohtas district, Bihar, India. Established in 1987 under the Department of Education, the school caters to students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure comprises a government-owned building housing six classrooms, all in good condition, ensuring a conducive learning environment for its students. Two functional boys’ toilets and two functional girls’ toilets cater to the students’ hygiene needs. A library stocked with 200 books provides supplementary learning resources, encouraging a love for reading and independent study. The school’s commitment to accessibility is evident in the provision of ramps for disabled students, demonstrating its dedication to inclusive education. The school receives its drinking water through hand pumps, ensuring a reliable source of clean water for both students and staff. Electricity access further enhances the learning environment, facilitating the use of educational aids and technology where available. Although the school does not currently have computers or a computer-aided learning lab, the presence of electricity lays the groundwork for potential future technological integration.

The school’s teaching staff consists of three male teachers, who deliver instruction primarily in Hindi. The school operates as a co-educational institution, welcoming both boys and girls to learn together. Mid-day meals are prepared and provided on the school premises, ensuring students receive proper nutrition to support their studies. The school building itself features a partial boundary wall and is accessible by all-weather roads, improving both safety and overall accessibility for students from across the surrounding community. The absence of a playground highlights the need for further development of the school’s recreational facilities to promote physical activity and student well-being.

The school’s curriculum focuses on providing a comprehensive primary education, laying the groundwork for future academic pursuits. The school’s academic year begins in April, aligning with the broader academic calendar of the region. Its location in a rural area serves a crucial role in providing education to children who might otherwise lack access to formal schooling, contributing significantly to the educational development of the community.

While the school currently operates without a pre-primary section, its commitment to providing a quality primary education is evident in its existing resources and infrastructure. The absence of computers and a computer-aided learning lab presents an area where investment and development could significantly enhance the students’ learning experience and prepare them for the digital age. The presence of a library, however, underlines the school’s commitment to fostering a love for learning and providing access to knowledge beyond the classroom.

The school’s management by the Department of Education ensures oversight and support, facilitating access to resources and ensuring adherence to educational standards. This governmental oversight contributes to the school’s overall stability and ability to deliver consistent and quality education to its students. The school’s long-standing presence in the community, since 1987, speaks volumes about its enduring importance to local families and highlights the ongoing need for support and expansion of its resources to better serve the needs of its student population.

The provision of mid-day meals is a critical element in ensuring that students are well-nourished and able to focus on their studies, especially for those from less privileged backgrounds. This program contributes significantly to reducing the barriers to education, ensuring that all students have the opportunity to succeed regardless of their economic circumstances. The fact that the school is not a residential facility does not diminish its importance, as it remains a central hub of learning within the community, catering to the educational needs of local children.

In summary, P.S., FAKILI serves a critical role in providing primary education to the rural community it serves, with the existing infrastructure and resources forming a solid foundation for its continued success. Further development of the school’s facilities, including the addition of computer-aided learning resources and playground areas, would significantly enhance the learning experience for its students.

The school’s commitment to accessibility and inclusive education, demonstrated by its ramps for disabled students, is commendable, highlighting a dedication to ensuring all students have equal access to quality education. The absence of female teachers, however, indicates a need for greater diversification within the teaching staff to foster a more inclusive and representative learning environment. The school’s robust structure of the government managing the facility and offering a mid-day meal program reflects a community-minded approach, reflecting a wider societal responsibility towards educational equity and inclusion. The school stands as a testament to the importance of primary education in shaping the future of its students and contributing to the overall growth and development of the region.