R B R B HIGH SCHOOL KHORI PAKAR

R B R B HIGH SCHOOL KHORI PAKAR was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in BARHARIA block of SIWAN district of Bihar. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is others in nature and is not using school building as a shift-school. Odia 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 Private building. It has got 6 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 Pucca boundary wall. The school has 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 a 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.

R B R B High School KHORI PAKAR: A Comprehensive Overview

R B R B High School KHORI PAKAR, a private, co-educational secondary school, stands as a testament to educational commitment in rural Bihar. Established in 1982, this Unrecognised school serves students from classes 9 to 10, providing a crucial link in their academic journey. Situated in the BARHARIA block of SIWAN district, the school’s location reflects its dedication to serving the local community.

The school’s infrastructure, while modest, is functional. Housed in a private building, it boasts six classrooms, ensuring adequate space for learning. The presence of a pucca boundary wall and reliable electricity further enhances the learning environment. Access to clean drinking water via hand pumps is a significant advantage, promoting health and hygiene amongst students. The inclusion of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and comfortable learning space.

While the school lacks a playground, the presence of a library, albeit without books currently, demonstrates the school’s aspirations towards a holistic educational experience. The school’s commitment to accessibility is evident in its provision of ramps for disabled students, ensuring inclusivity in its approach to education. Notably, the school shifted to its current location, highlighting its adaptability and dedication to providing consistent educational opportunities.

The school operates under the Odia medium of instruction, reflecting the linguistic landscape of the region. Its rural setting places it at the heart of the community it serves, fostering a strong connection between the school and the lives of its students. The school building is well-maintained, with all classrooms in good condition and additional rooms for non-teaching activities. A dedicated room for the head teacher/master further underscores the school’s organizational structure.

The school’s meals are prepared and provided on the premises, providing an important nutritional support for the students. The school’s operations are characterized by a commitment to providing mid-day meals, showcasing its recognition of the critical link between nutrition and academic success. The school’s co-educational nature and rural location are key aspects of its identity.

The school’s academic focus is solely on secondary education (classes 9 and 10), reflecting a targeted approach to its educational mission. The school’s unique characteristics, such as its Odia medium of instruction and its location in a rural area, provide it with a distinctive identity.

Although currently without a computer-aided learning lab and lacking teachers, the school’s existing infrastructure and proactive measures, such as the provision of ramps and toilets, demonstrate a commitment to improving its facilities and resources in the future.

The lack of teachers currently is a challenge that needs addressing. However, the school’s continued existence and its commitment to providing education in a rural area highlight its vital role within the community.

Further development and investment in the school could significantly improve its capabilities, particularly the addition of computers and a well-stocked library. Such improvements would enhance the students’ educational opportunities and prospects.

R B R B High School KHORI PAKAR, despite its challenges, represents a vital educational resource in its community. Its continued operation is a testament to the dedication of those involved in maintaining its services and underscores the need for continued support to ensure its future success. The school’s focus on providing a safe and functional learning environment, despite limited resources, positions it as a crucial element in the educational landscape of rural Bihar.