PS TOLE PARWEZ KHAN URDU

PS TOLE PARWEZ KHAN URDU was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in NAGRA 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. Urdu 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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 Tole Parvez Khan Urdu: A Rural Primary School in Bihar

PS Tole Parvez Khan Urdu, a government-run primary school, stands as a vital educational institution in the rural heartland of Bihar. Established in 1980 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a foundational education crucial for the community’s development. The school’s instruction is primarily conducted in Urdu, reflecting the local linguistic landscape. Located in the Nagra block of Saran district, the school serves a vital role in providing accessible education to children in this rural area.

The school infrastructure comprises a government-owned building equipped with four classrooms, ensuring adequate space for instruction. Supplementing the classrooms are additional rooms dedicated to non-teaching activities, including a designated space for the school’s head teacher. Although the school lacks a boundary wall, it boasts other essential facilities. These include a playground for recreational activities, a library stocked with 200 books, and functional hand pumps providing reliable access to drinking water. Toilets for both boys and girls are also available, ensuring basic sanitation facilities for the students. Notably, ramps for disabled children are provided, promoting inclusivity within the school environment.

The dedicated faculty comprises six male teachers committed to providing quality education to the students. Despite the absence of female teachers and any pre-primary section, the school delivers a comprehensive primary education. The school’s commitment to student well-being is evident in its provision of mid-day meals, ensuring that students receive nutritious food while attending classes. The meals are prepared and provided on the school premises, eliminating concerns about access and affordability. The absence of computer-aided learning and computers for teaching purposes underscores the need for further resource development.

While the school operates without electricity, the availability of hand pumps indicates a commitment to providing basic necessities. The school’s location in a rural area highlights the challenges and opportunities in providing education in underserved communities. Its establishment in 1980 and continued operation for over four decades showcase its resilience and impact within the local community.

The school’s adherence to the “Others” board for classes 10th and 10+2 reflects its focus on providing a strong foundation in primary education. The absence of pre-primary sections and a lack of computer-aided learning indicates potential areas for growth and development. Despite these limitations, the school’s commitment to basic education shines through, offering a vital service to the community.

Further improvements in infrastructure, such as the construction of a boundary wall and the installation of functional electricity, would significantly enhance the school’s capabilities. The addition of computer-aided learning tools could also bridge the digital divide and enhance educational opportunities for students.

The availability of 200 books in the library indicates a commitment to fostering a love of reading and learning among the students. The playground provides a crucial space for physical activity, promoting healthy development beyond academics.

The school’s reliance on hand pumps for drinking water highlights the need for consistent maintenance and monitoring to ensure a reliable water supply for students and staff. The presence of separate toilets for boys and girls underscores a commitment to gender-sensitive sanitation facilities, promoting hygiene and inclusivity.

The absence of a head teacher is a significant administrative concern requiring attention to ensure effective leadership and management of the school. The recruitment and appointment of a qualified and experienced head teacher are crucial to the overall success and functioning of the school.

PS Tole Parvez Khan Urdu, despite its limitations, serves as a testament to the importance of accessible primary education in rural communities. With strategic investments in infrastructure, technology, and staffing, the school has the potential to further strengthen its impact on the lives of its students and the community it serves. Continued support and development efforts will be essential to ensure its long-term success and contribution to the education landscape of Bihar.