PS MOFERGANJ GARERI TOLA

PS MOFERGANJ GARERI TOLA was established in 1988 and it is managed by the Department of Education. It is located in Urban area. It is located in KATIHAR 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 4 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 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 192 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 but not Prepared in School Premises providing mid-day meal.

PS MOFERGANJ GARERI TOLA: A Detailed Look at a Bihar Primary School

PS MOFERGANJ GARERI TOLA, a government primary school located in the urban area of Katihar, Bihar, offers a glimpse into the educational landscape of rural India. Established in 1988 under the Department of Education, this co-educational institution caters to students from classes 1 to 5, providing a crucial foundation for their academic journey.

The school’s infrastructure comprises four classrooms, all in good condition, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school possesses a functional library stocked with 192 books, providing students with access to essential reading materials. The provision of hand pumps addresses the critical need for clean drinking water. Separate toilet facilities for boys (two) and girls (one) are available, highlighting a commitment to sanitation and hygiene. Importantly, ramps for disabled children ensure accessibility for all students.

The teaching staff consists of four teachers – one male and three female – dedicated to imparting knowledge and nurturing young minds. Hindi serves as the medium of instruction. The school operates on an academic calendar starting in April, aligning with the broader educational system in the region. The school’s management emphasizes providing mid-day meals, although the meals are not prepared on the premises.

The absence of a playground might limit extracurricular activities, but the presence of a library underscores the school’s dedication to fostering a love for reading among its students. The lack of computers and a computer-aided learning lab might pose a challenge in integrating technology into education, but this is a common scenario in many schools across rural India, highlighting the need for improved resources and infrastructure.

The school’s location in an urban area suggests its accessibility, though further details on transportation are unavailable. The school’s management, under the Department of Education, indicates a commitment from governmental bodies to provide basic education.

The school’s simple infrastructure and limited resources present a common challenge for many primary schools in developing regions. However, the dedication of the teachers and the provision of essential resources such as books and toilets showcase a strong commitment to providing basic education despite the limitations.

Further development and support are crucial to improve the school’s facilities and resources. The addition of a playground, electricity, and computer-aided learning facilities would significantly enhance the educational experience. Increased funding and community involvement would be instrumental in creating a more holistic and comprehensive learning environment.

PS MOFERGANJ GARERI TOLA serves as a representative example of many rural schools in India. While facing challenges related to infrastructure and resources, the school’s commitment to providing basic education to children in the Katihar district demonstrates the dedication of its teachers and the role of education in rural development.

The school’s operational details, from the instructional medium to the provision of meals, offer a clear picture of its functioning. The information on teachers, classrooms, and facilities is valuable for assessing the school’s capabilities and identifying areas where support is needed.

Improving the school’s resources and infrastructure would not only enhance the quality of education but also contribute to the overall development of the community. Such improvements could inspire greater enrollment and encourage higher levels of educational attainment among children in the region. Addressing the current limitations would help the school to better prepare students for future academic challenges.