SRI VISW. SANS.M.S.SANKERPUR

SRI VISW. SANS.M.S.SANKERPUR was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in NASRIGANJ block of ROHTAS 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 Government building. It has got 3 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 no playground. The school has a library and has 250 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.

SRI VISW. SANS.M.S.SANKERPUR: A Rural Primary School in Bihar

SRI VISW. SANS.M.S.SANKERPUR, a government-run primary school, serves the rural community of NASRIGANJ block in ROHTAS district, Bihar. Established in 1975, this co-educational institution provides education from Class 1 to Class 8, following the State Board curriculum for both Class 10 and Class 10+2. The school’s instruction medium is Hindi.

The school building, a government facility, houses three classrooms, all in good condition. While lacking a boundary wall and electricity, the school offers essential amenities including a library stocked with 250 books, and functional hand pumps providing drinking water. Separate boys and girls toilets are available for students’ use.

Despite the lack of a playground and computer-aided learning facilities (the existing equipment is non-functional), the school demonstrates a commitment to education. The staff comprises three teachers – two male and one female – dedicated to providing a quality learning environment.

The school’s management falls under the Department of Education, reflecting a commitment to public education in the region. The school is not residential and does not offer a pre-primary section. Meals are provided to students, although they are not prepared on the school premises.

The school’s location in a rural area highlights the importance of its role in providing educational opportunities to children in a less-developed community. The absence of a boundary wall, electricity, and a playground may present challenges but does not diminish the school’s contribution to the community’s development.

Despite some limitations in resources, the school’s commitment to education is clear. The presence of a library and functional toilet facilities demonstrates an attempt to provide a conducive learning environment. The dedicated teachers work hard to nurture the academic potential of the students under their charge.

The lack of computers and a functional computer lab points towards a potential area for improvement and future development. The school’s management and the local community should consider exploring possibilities for acquiring and maintaining functional computer equipment.

The absence of a boundary wall represents a potential security concern. This aspect could be addressed through community engagement, potential for local government funding or collaboration with NGOs focused on school infrastructure development. Similarly, the lack of electricity could impact educational activities, particularly during evening hours or inclement weather.

This school’s existence is crucial for the educational development of the children in this rural area, and its continued success depends on collaboration between the community, government authorities and educational organizations. Addressing infrastructural deficiencies would greatly improve the learning environment and increase the school’s ability to support the educational goals of its students.

SRI VISW. SANS.M.S.SANKERPUR represents a vital community asset and a beacon of hope for children seeking quality education. Continuous effort in securing funding, resources, and community support will play a crucial role in the school’s future growth and its capacity to effectively serve the educational needs of its students.