P.S.,MATHURAPUR

P.S.,MATHURAPUR was established in 1977 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 3 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 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 a 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., Mathurapur: A Rural Primary School in Bihar

P.S., Mathurapur, a government-run primary school, serves the rural community of Kargahar block in Rohtas district, Bihar. Established in 1977 under the Department of Education, this co-educational institution provides primary education (Classes 1-5) to its students. The school’s commitment to education is evident in its dedicated team of three teachers – two male and one female – ensuring a balanced learning environment. Hindi serves as the primary language of instruction.

The school’s infrastructure consists of a three-classroom government building, all in good condition. These classrooms are complemented by additional rooms for non-teaching purposes and a separate space for the school’s administrative staff. Despite a pucca boundary wall, the school faces challenges, primarily with the electricity supply, which is currently non-functional.

Water access is ensured through functional hand pumps, providing a reliable source for students and staff. Sanitation facilities are in place, with two functional toilets each for boys and girls. A playground offers recreational space for physical activities and student well-being. While the school lacks a library and computers for computer-aided learning, it compensates by providing a mid-day meal prepared on the school premises.

The absence of a pre-primary section means the school focuses solely on primary education. Furthermore, the school building is not used as a shift school, indicating dedicated space for the students enrolled. Its rural location and accessible all-weather road ensure connectivity for students and staff. The academic year commences in April, adhering to the standard educational calendar.

Despite the absence of a computer lab and library, the school’s commitment to providing a basic educational foundation for the children in the area remains strong. The availability of functional toilets, a playground, and a reliable source of drinking water highlight the school’s focus on the well-being of its students.

The school’s management by the Department of Education indicates a commitment to public service and accessibility in education. The lack of advanced facilities like computers doesn’t diminish the importance of the education provided, which remains the school’s core focus.

The school’s location in a rural setting presents unique challenges and opportunities. Addressing the electricity issues and establishing a library would significantly enhance the learning experience. The absence of pre-primary education may point to a need for wider educational provision in the area.

Despite the limitations, P.S., Mathurapur plays a vital role in the community by providing basic primary education to children in a rural setting. The dedication of the teaching staff and the provision of basic amenities make a substantial contribution to the local community’s educational landscape.

Further development and improvements, particularly in infrastructure like electricity and the addition of a library and computer lab, could greatly enhance the educational opportunities available to the students. These improvements would not only improve the quality of education but also contribute to the overall development of the community.

In conclusion, P.S., Mathurapur represents a fundamental pillar of primary education in a rural Bihar setting. While lacking some advanced facilities, its commitment to providing a basic education, combined with its dedicated teachers and accessible location, makes it a significant educational resource for the region.