SRIMATI SUNDRI DEVI +2 HIGH SCHOOL RUPAS MAHAJEE (PATNA)

SRIMATI SUNDRI DEVI +2 HIGH SCHOOL RUPAS MAHAJEE (PATNA) was established in 1955 and it is managed by the Department of Education. It is located in Rural area. It is located in BAKHTIYARPUR block of PATNA district of Bihar. The school consists of Grades from 9 to 12. 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 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 Partial 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 a 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Srimati Sundri Devi +2 High School: A Rural Bihar Institution

Srimat Sundri Devi +2 High School, located in Rupas Mahajee (Patna), Bihar, is a government-run, co-educational secondary school established in 1955. Serving a rural community, it falls under the Department of Education’s management and offers classes from 9th to 12th standard. Instruction is conducted in Hindi. The school, though lacking some essential infrastructure, boasts certain key features that contribute to its educational offerings.

The school’s building, while government-provided, lacks dedicated classrooms. However, it does offer other spaces for non-teaching activities and a room for administrative staff. While it features a partial boundary wall, the school currently lacks an electrical connection, relying instead on alternative means to power computer-aided learning facilities.

The provision of drinking water is ensured via functional hand pumps, a vital resource in a rural setting. A noteworthy aspect is the school’s dedication to computer-aided learning, indicating a commitment to modernizing educational tools despite infrastructural limitations. The school also maintains a library, although its collection of books is currently limited. A functional playground provides recreational opportunities for students.

The school’s teaching staff comprises a total of five teachers: four male and one female. This relatively small staff size likely reflects the size of the student body. The absence of pre-primary sections focuses the school’s resources on secondary education. The school operates under the State Board for both class 10th and 12th-grade examinations.

Further enhancing its educational strategy, the school employs computer-aided learning techniques, showcasing its commitment to integrating technology despite the lack of dedicated computer labs. The absence of a mid-day meal program, while noted, may not be a major concern given the location and existing social support systems.

The school’s infrastructure presents both challenges and opportunities. The lack of electricity and full boundary walls represents areas for potential improvement. However, the presence of a library, a playground, and the utilization of computer-aided learning highlight the school’s proactive approach to education.

The school’s location in a rural area means access to resources might be limited. Yet, the dedication of the teaching staff and the availability of basic amenities demonstrate a commitment to providing quality education.

Srimat Sundri Devi +2 High School plays a vital role in the educational landscape of rural Bihar. While further development is needed, the school’s existence demonstrates a continuing effort to offer secondary education to students in a less-developed area.

The school’s history, going back to 1955, reflects its longevity and importance in the community. Its continued operation, despite infrastructure challenges, highlights the perseverance of educators and their commitment to students. Future improvements to infrastructure and resources will undoubtedly enhance the learning experience.