P.S.,TURKI

P.S.,TURKI was established in 1966 and it is managed by the Department of Education. It is located in Rural area. It is located in DINARA 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 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 Hedges 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 153 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.,TURKI: A Rural Primary School in Bihar, India

P.S.,TURKI is a primary school located in the rural area of DINARA block, ROHTAS district, Bihar, India. Established in 1966, this co-educational institution is managed by the Department of Education and serves students from Class 1 to Class 5. The school’s commitment to education is evident in its existing infrastructure and resources.

The school building, a government structure, houses five classrooms, all in good condition, ensuring a conducive learning environment for its students. A notable feature is the school’s library, stocked with 153 books, providing valuable supplementary learning resources for its pupils. The presence of a playground further enhances the overall school experience, providing a space for recreation and physical activity.

Instruction at P.S.,TURKI is conducted in Hindi, catering to the local language needs of the students. The school provides mid-day meals, prepared and served on the school premises, addressing the nutritional needs of its students. The school’s commitment to accessibility is demonstrated by the provision of ramps for disabled children, ensuring inclusivity in education.

The school’s infrastructure includes functional boys’ and girls’ toilets, ensuring basic sanitation facilities for students. The school’s water source is hand pumps, a practical solution in the rural setting. The school’s boundary is marked by hedges, offering a natural and secure perimeter. The school currently does not have electricity, although the need for this is clear.

Despite the lack of electricity and computers, the school actively strives to provide a quality education. Two male teachers dedicate their time to imparting knowledge and shaping the young minds of the students. The school is registered with ‘Others’ as the board for Class 10 and 10+2.

The absence of a pre-primary section, computers, and computer-aided learning facilities highlight areas for potential future development and improvements. However, the existing resources and infrastructure demonstrate a commitment to providing basic educational services within the community.

The school’s geographical location necessitates access via all-weather roads, ensuring connectivity regardless of weather conditions. Academic sessions commence in April, aligning with the broader academic calendar. The school’s structure and the commitment to its students make it a vital community asset.

The dedication of the teaching staff, combined with the existing facilities, makes P.S.,TURKI a significant contributor to the educational landscape of the region. The school’s management strives to provide a holistic educational experience, focusing on both academics and student well-being. The school’s commitment to providing a safe and conducive learning environment is commendable.

Future development plans might include obtaining an electricity connection, introducing computer-aided learning, and possibly expanding the existing facilities. The provision of additional resources could significantly enhance the educational opportunities available to students at P.S.,TURKI.

In conclusion, P.S.,TURKI serves as a vital educational hub within its community. Despite its limitations, the school demonstrates a commitment to providing a quality education for its students, highlighting the importance of access to education even in rural settings. The school’s perseverance in offering fundamental learning opportunities is a testament to the unwavering dedication of its staff and the community it serves.