PS SEMARIYA DAKHINTOLA

PS SEMARIYA DAKHINTOLA was established in 1960 and it is managed by the Department of Education. It is located in Urban area. It is located in REVELGANJ block of SARAN 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 1 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.

PS SEMARIYA DAKHINTOLA: A Primary School in Bihar, India

PS SEMARIYA DAKHINTOLA is a government-run primary school located in the urban area of Revelganj block, Saran district, Bihar, India. Established in 1960, this co-educational institution serves students from Class 1 to Class 5, offering a foundational education within the community.

The school’s infrastructure includes a single classroom, built by the government, ensuring a space for learning. The school’s management falls under the Department of Education, reflecting its commitment to providing accessible primary education. Instruction is primarily conducted in Hindi, making the curriculum relatable and accessible to the local student population.

Meals are provided and prepared on the school premises, addressing a critical need for nutrition among the student body. This provision ensures that students receive sustenance necessary for effective learning and overall well-being. The school operates within an academic year that commences in April, aligning with the regional academic calendar.

While the school lacks several amenities commonly found in modern educational facilities, it represents a cornerstone of education in the community. The absence of a boundary wall, electricity, library, playground, and computer-aided learning facilities highlights the ongoing need for infrastructural improvements to optimize the educational experience.

Furthermore, the lack of drinking water facilities on-site poses a challenge, underscoring the need for basic necessities to be addressed for the students’ well-being. The school’s single classroom setting serves as an indication of the resource constraints it currently faces, potentially impacting the quality of educational provision for the students.

The school’s faculty comprises two female teachers dedicated to providing education to the students. This small teaching staff underscores the importance of teacher support and potential needs for additional educational resources to cater effectively to the student population. The absence of a pre-primary section limits early childhood education opportunities within the immediate vicinity.

The school’s location in an urban setting suggests a concentration of students within a close proximity, although further detailed information on enrollment figures is needed for a comprehensive understanding of its capacity. The school’s commitment to providing a basic education in Hindi demonstrates a focus on local language instruction, making learning more accessible for the students.

Despite the limited resources, PS SEMARIYA DAKHINTOLA plays a vital role in the local community by offering primary education. The school’s existence is a testament to the commitment of the Department of Education and the teachers to provide educational opportunities even in resource-constrained environments. Further investment in infrastructure, resources, and teacher training could significantly enhance the educational experience for the students.

The school’s address (though not explicitly stated in the data), within the Saran district of Bihar, can be further investigated using the provided ID and code for more detailed location information. This allows for better geographical referencing and helps understand its placement within the wider educational landscape of the region.

Future development plans for the school might include improvements to the infrastructure, provision of essential amenities like drinking water, electricity, and the development of a library and playground. These additions would help create a more conducive learning environment and improve the overall quality of education offered. The dedication of the teachers and the commitment of the Department of Education offer a promising foundation for future improvements.