P.S.DAKHNER H.T.

P.S.DAKHNER H.T. was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in PARAIYA block of GAYA 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 2 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 no playground. The school has a library and has 48 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.DAKHNER H.T.: A Rural Primary School in Gaya, Bihar

P.S.DAKHNER H.T., a government-run primary school, serves the rural community of PARAIYA block in Gaya district, Bihar. Established in 1995 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s infrastructure, while functional, presents some challenges.

The school building, though government-provided, has a pucca but broken wall. The absence of electricity necessitates reliance on alternative energy sources for lighting and technological needs. However, the school does boast a functional library, housing 48 books, which represents a valuable resource for the students. Access to clean drinking water is ensured through hand pumps. Furthermore, the school caters to students with disabilities by providing ramps for easier access. Two boys’ and two girls’ toilets are available on the premises.

The teaching staff consists of three teachers: two male and one female. Hindi serves as the primary language of instruction. The school follows the academic calendar, with the session beginning in April. Mid-day meals are provided and prepared within the school premises, ensuring students receive proper nutrition.

The school operates within a two-classroom structure, sufficient to accommodate its current student population. However, the lack of a playground restricts recreational activities. Importantly, the school’s management prioritizes the well-being of its students, evidenced by its provisions for drinking water, sanitation, and accessibility for disabled children.

While the school currently operates without computer-aided learning, the presence of a library and dedicated teachers signals a commitment to enriching the students’ educational experience. The school’s rural location reflects its vital role in providing primary education to a community where access to learning opportunities may be limited.

The school’s dedication to providing a safe and supportive learning environment for its students is commendable, despite the infrastructural challenges. The existing facilities, though limited, serve the basic needs of the students effectively. The administration’s efforts to maintain the library and provide mid-day meals highlight the focus on nurturing a holistic learning experience.

The Department of Education’s role in overseeing the school’s operation is crucial to its continued development. Support and resource allocation from the department will be instrumental in addressing the school’s needs and improving its facilities for a more enriching learning experience.

The school’s commitment to education within a rural context exemplifies the importance of accessible primary schooling in bridging educational disparities. Ongoing efforts to maintain and improve infrastructure, along with teacher training and resource augmentation, will empower the school to better serve its students.

The management’s proactive approach to addressing the needs of differently-abled children through the provision of ramps is noteworthy, underscoring its inclusive approach to education. This commitment to inclusivity sets a positive precedent for educational institutions in similar settings.

The provision of mid-day meals is a critical aspect of the school’s efforts to combat malnutrition and ensure that students are well-nourished and prepared for learning. This essential service contributes to improved attendance and overall educational outcomes.

Looking ahead, investment in technological enhancements, such as computer-aided learning, could significantly enhance the school’s ability to provide a more dynamic and enriching curriculum. The provision of a playground would further contribute to the students’ physical and social development. Continued focus on teacher training and development will ensure that educators are equipped to support the students’ academic growth.