PS KHUSHALPUR BALIAPARA

PS KHUSHALPUR BALIAPARA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in PRANPUR block of KATIHAR 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 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.

PS Khushalpur Balipara: A Detailed Profile of a Bihar Primary School

PS Khushalpur Balipara, a government-run primary school in Bihar, India, offers a glimpse into rural education in the region. Established in 2007 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s rural location and reliance on hand pumps for drinking water highlight the challenges faced in providing basic amenities. Despite these challenges, the school’s commitment to education remains steadfast.

The school building, though government-provided, lacks a boundary wall and electricity. However, it comprises five classrooms in good condition, ensuring a functional learning environment for the students. The school also features separate boys’ and girls’ toilets, addressing a critical need for sanitation. The absence of a playground and library underscores the need for further infrastructure development to enhance the holistic learning experience.

The school’s teaching staff consists of three teachers – one male and two female. The curriculum is taught in Hindi, reflecting the local language preference. The midday meal program, a significant initiative to combat hunger and improve student attendance, is provided and prepared within the school premises. This program provides nourishment, facilitating better concentration and academic performance.

The school’s administrative structure is noteworthy. The absence of a pre-primary section indicates a focus on primary education. The fact that the school is not residential and does not operate as a shift school points towards a traditional educational model. The absence of computers and a computer-aided learning lab reflects a reliance on traditional teaching methods.

While PS Khushalpur Balipara lacks certain amenities that characterize more advanced educational institutions, its accessibility via an all-weather road is a significant positive. The availability of ramps for disabled children demonstrates a commitment to inclusivity. The school’s focus on providing quality primary education with the available resources is admirable, despite the infrastructure limitations.

The school’s location in Pranpur block of Katihar district, Bihar, provides geographical context. The school’s code (10101308501) serves as a unique identifier within the national education system. The information provided showcases a typical rural primary school in India, navigating the complexities of resource limitations and community needs.

The details reveal a dedication to basic education in a resource-constrained environment. While lacking certain modern facilities, the school’s provision of basic amenities such as separate toilets and the midday meal program demonstrates a commitment to providing a functional and nurturing environment for its students.

The data also highlights a need for future development. Improvements in infrastructure, including electricity, a boundary wall, a library, and playground, would significantly enhance the overall learning environment and student experience. The addition of computer-aided learning resources could also bridge the digital divide and prepare students for the demands of the modern world.

The dedication of the teaching staff and the ongoing provision of a midday meal underscore the school’s commitment to its students. Despite the challenges, PS Khushalpur Balipara continues to serve the educational needs of its community, striving to provide a solid foundation for its students’ future.

In conclusion, PS Khushalpur Balipara offers a valuable case study in providing primary education in a rural setting. The strengths and weaknesses presented highlight the ongoing need for investment in rural education infrastructure and resources to improve learning outcomes and create equitable educational opportunities for all children.