RAJLAXMI KANYA M S ARBANNA CHAKLA

RAJLAXMI KANYA M S ARBANNA CHAKLA was established in 1974 and it is managed by the Unrecognised. It is located in Rural area. It is located in BARHARA KOTHI block of PURNIA district of Bihar. The school consists of Grades from 1 to 8. 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 No Building building. It has got 0 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 Others 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 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 Not Provided providing mid-day meal.

RAJLAXMI KANYA M S ARBANNA CHAKLA: A Rural Primary School in Bihar

RAJLAXMI KANYA M S ARBANNA CHAKLA, a primary school located in the rural area of BARHARA KOTHI block, PURNIA district, Bihar, India, has served the community since its establishment in 1974. Operating under unrecognized management, this co-educational institution provides education from Class 1 to Class 8. The school’s unique characteristics and operational details paint a clear picture of its functioning within the local context.

The school’s infrastructure consists of a non-traditional building, lacking dedicated classrooms but utilizing existing space effectively. Despite this, the school operates without electricity, relying on alternative methods to ensure effective teaching and learning. The school’s commitment to providing education is apparent in its use of Hindi as the primary instruction medium, catering to the local language needs of the students.

Accessibility to the school is ensured by an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic session commences in April, following the standard academic calendar for the region. The school’s commitment to its students’ well-being is further reflected in the provision of hand pumps as the primary source of drinking water.

The school’s staffing comprises 11 contract teachers, dedicated to providing quality education to the students in their care. The absence of a pre-primary section focuses the school’s resources on providing quality education for primary school-aged children. The lack of a school building reflects its operational limitations but doesn’t deter its commitment to education.

Further highlighting the school’s resource allocation, there is no playground, library, or computers available for students. The absence of these amenities emphasizes the school’s resource constraints within its rural setting. However, the school’s focus on providing a basic education within these limitations demonstrates its dedication to its students.

The school’s rural location is reflected in its infrastructure and resource availability. The lack of a dedicated building, library, playground, and computer lab, along with the reliance on hand pumps for drinking water, highlights the challenges faced by schools in such settings.

The operational challenges faced by RAJLAXMI KANYA M S ARBANNA CHAKLA are indicative of the broader challenges faced by many rural schools in India. Despite these limitations, the school’s persistence in providing education underscores its importance in the local community.

The school’s commitment to providing education, despite limited resources, is a testament to the dedication of the teachers and the community. The utilization of Hindi as the medium of instruction reflects its sensitivity to the linguistic needs of the student population.

The absence of certain amenities does not negate the value of the education provided. The school’s contribution to the community’s literacy and educational development remains a crucial aspect of its operational role.

The ongoing operation of RAJLAXMI KANYA M S ARBANNA CHAKLA underscores the resilience of rural schools in providing essential education services despite numerous challenges. Further support and resources could greatly enhance the learning experience for the students.