P/S MUSLIM TOLA W.N-14 HANUMAN GARHI

P/S MUSLIM TOLA W.N-14 HANUMAN GARHI was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in TRIBENIGANJ block of SUPAUL 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 No Boundary Wall 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 no 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 Muslim Tola W.N-14 Hanuman Garhi: A Detailed Profile of a Rural Primary School in Bihar

P/S Muslim Tola W.N-14 Hanuman Garhi, a government-run primary school, stands as a testament to educational access in the rural landscape of Bihar, India. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey.

The school’s location in the TRIBENIGANJ block of SUPAUL district places it within a predominantly rural setting. Its accessibility via all-weather roads ensures that students can reach the school regardless of weather conditions. The academic year commences in April, following the standard calendar for educational institutions in the region.

The school’s infrastructure includes a government-provided building comprising three well-maintained classrooms dedicated to instruction. Additionally, two rooms cater to non-teaching activities, and a separate room serves as an office for the teachers. The school currently lacks a boundary wall and electricity, highlighting areas for potential infrastructural improvement. However, a reliable source of drinking water – hand pumps – ensures that students’ basic needs are met.

Sanitation facilities are provided with one functional boys’ toilet and one functional girls’ toilet, emphasizing the school’s commitment to maintaining a hygienic environment. The school, however, currently lacks a playground and a library. The absence of a library limits access to supplementary reading materials that could enhance learning beyond the classroom.

The teaching staff consists of four teachers, three male and one female, who collectively impart knowledge using Hindi as the primary medium of instruction. The school’s management prioritizes nutritional support, providing mid-day meals prepared and served within the school premises, assuring students receive essential nourishment. Importantly, the school currently does not offer computer-aided learning and has no computers on the premises.

The school’s focus remains firmly on primary education (Classes 1-5). While it lacks a pre-primary section, the school serves a vital role in educating children in this rural community. The absence of ramps highlights a potential area needing attention for accessibility improvements to better serve students with disabilities. Further enhancements could include the installation of electricity, the construction of a boundary wall, and the establishment of a library and playground to create a more conducive learning environment.

The school’s commitment to providing a basic education to the children of Hanuman Garhi is evident. Despite the infrastructural limitations, the dedicated teachers and provision of mid-day meals highlight the school’s dedication to its students. Further support and investment in its resources would significantly enhance the educational experience and opportunities for the community.

The absence of a computer lab and modern learning tools reflects a common challenge faced by many rural schools in India. Addressing this gap would allow the students of P/S Muslim Tola W.N-14 Hanuman Garhi to better integrate with the increasingly digital world. Strategic interventions and community engagement are essential to bridging this digital divide.

In conclusion, P/S Muslim Tola W.N-14 Hanuman Garhi, despite its current limitations, plays a critical role in providing foundational education to children in a rural setting. The school represents a significant contribution to the community, and targeted improvements could significantly enhance its capabilities and better serve the needs of its students. Continued support from educational authorities and community engagement are essential for ensuring the school continues to thrive and empower the next generation.