PRASTAVIT P.S. V. SHUMBHA HARIJAN TOLA

PRASTAVIT P.S. V. SHUMBHA HARIJAN TOLA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in SINGHIA block of SAMASTIPUR 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 No Building building. It has got 0 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 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.

Prastavit P.S. V. Shumbha Harijan Tola: A Rural Primary School in Bihar

Prastavit P.S. V. Shumbha Harijan Tola, a primary school located in the rural Singhisa block of Samastipur district, Bihar, serves as a vital educational institution for the community. Established in 2006 under the Department of Education’s management, the school caters to students from Class 1 to Class 5, providing a crucial foundation for their academic journey.

The school’s operational structure reflects its commitment to providing quality education despite resource limitations. Currently, the school operates without a dedicated building, relying on alternative arrangements for its educational activities. The instruction medium is Hindi, making education accessible to the local community.

The teaching staff comprises a dedicated team of one male teacher and one female teacher, ensuring individual attention to students’ academic needs. Despite the absence of a pre-primary section, the school provides a nurturing environment for its students. The school’s co-educational nature further promotes inclusivity and equal opportunity.

Meals are provided and prepared within the school premises, alleviating concerns about students’ nutritional needs. This vital provision ensures students are well-fed and able to concentrate on their studies. The school functions without electricity, highlighting the challenges faced in providing basic amenities in rural settings.

The absence of a library and playground reflects the school’s resource constraints. However, the presence of ramps for disabled children demonstrates a commitment to inclusivity and accessibility. This feature ensures that students with disabilities can fully participate in the learning environment.

While the school lacks a building and modern amenities such as computers and a computer-aided learning lab, its dedicated teachers work tirelessly to provide quality education to the children. The school’s commitment to providing a supportive learning environment is evident despite its limitations.

The school’s location in a rural area necessitates the use of all-weather roads to reach the school. The academic session at the school begins in April, aligning with the general academic calendar.

Despite the absence of specific resources, such as a boundary wall, the school continues to fulfill its educational role within the community. The school’s simple structure and approach highlight the dedication of both staff and the students.

Further development and resource allocation would significantly enhance the school’s capabilities and contribute to improved learning outcomes for the students. Initiatives towards providing better infrastructure and resources could improve the quality of education substantially.

The Prastavit P.S. V. Shumbha Harijan Tola school’s existence underscores the importance of primary education in rural areas and highlights the dedication of educators who strive to deliver quality education despite challenges in infrastructure and resources.