SWAMI VIVEKANAND PUBLIC SCHOOL

SWAMI VIVEKANAND PUBLIC SCHOOL was established in 2004 and it is managed by the Unrecognised. It is located in Rural area. It is located in BAGHMARA block of DHANBAD district of Jharkhand. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Rented building. It has got 8 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 Well and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 60 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Swami Vivekanand Public School: A Profile of a Rural Primary School in Jharkhand, India

Swami Vivekanand Public School, located in the rural area of Baghmara block in Dhanbad district, Jharkhand, India, stands as a testament to educational access in a remote community. Established in 2004, this unrecognised school provides primary and upper primary education (classes 1-8) to students from the surrounding village. The school’s dedication to education is evident in its commitment to providing a functional learning environment despite its resource limitations.

The school’s infrastructure includes a rented building with eight classrooms, all in good condition. Two boys’ toilets and two girls’ toilets ensure basic sanitation facilities are available. While the school lacks a playground, the presence of a library stocked with 60 books demonstrates an emphasis on fostering a love for reading. The school’s access to electricity and a functional well for drinking water underscores its commitment to providing a safe and conducive learning environment.

The teaching staff comprises a dedicated team of eight teachers, including seven male teachers and one female teacher, along with three additional teachers dedicated to the pre-primary section. The head teacher, Lakhan Prasad Mahato, leads the school, which offers a co-educational learning experience, including a pre-primary section. Hindi serves as the medium of instruction, making the curriculum accessible to the local community.

The school’s management structure is categorized as “Unrecognised,” indicating it may not be affiliated with a recognized national board. This lack of official recognition may affect the school’s access to certain resources and funding opportunities. However, the school’s unwavering commitment to educating students is evident in its continued operation and provision of essential learning materials.

Despite lacking a computer-aided learning lab, the school possesses two functional computers to support teaching and learning. The absence of a playground and the “Unrecognised” management status highlight areas where further support could significantly enhance the school’s capabilities and educational offerings. The school’s rural setting and its reliance on a well for drinking water highlight the importance of community support in ensuring the school’s continued success.

The school’s location is easily accessible via an all-weather road, ensuring that students can attend regardless of weather conditions. The academic year begins in April, aligning with the regional academic calendar. The school’s building, a rented structure, is enclosed by a sturdy pucca boundary wall, ensuring a secure environment for students. Ramps for disabled children are in place, demonstrating an inclusive approach to accessibility.

The school’s commitment to providing quality education in a rural setting is commendable, despite facing several challenges. The lack of a playground and official recognition represent areas for future development. Nevertheless, the school’s presence serves as a vital educational resource for the local community, contributing significantly to the educational landscape of the region. The dedication of its teachers and the availability of basic amenities highlight its importance in providing essential education to children in a relatively underserved area.

Swami Vivekanand Public School represents a microcosm of the educational challenges and successes in rural India. While resource limitations are apparent, the school’s continued operation and commitment to providing education to children in a remote setting are truly remarkable. Further support and investment could significantly enhance the school’s capabilities and overall learning environment, potentially transforming it into an even more effective center of learning.

In conclusion, Swami Vivekanand Public School, though facing various challenges, plays a crucial role in providing primary and upper primary education in the rural landscape of Jharkhand. Its commitment to education, despite resource limitations, underscores the importance of community-based initiatives in expanding educational access in remote regions. The school serves as an inspiring example of dedication to education, offering a valuable service to its community.