U/H/S SISAUNI

U/H/S SISAUNI was established in 1968 and it is managed by the Department of Education. It is located in Rural area. It is located in KISHANPUR block of SUPAUL district of Bihar. The school consists of Grades from 1 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 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 But Broken 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 2 boys toilet and it is functional. and 2 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 Provided and Prepared in School Premises providing mid-day meal.

U/H/S Sisauni: A Comprehensive Profile of a Bihar School

U/H/S Sisauni, a government-run school in the Kishanpur block of Supaul district, Bihar, stands as a testament to the enduring commitment to education in rural India. Established in 1968 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 12, offering a comprehensive education spanning primary, upper primary, secondary, and higher secondary levels. The school’s rural location underscores its vital role in providing educational opportunities within a less-accessible community.

The school’s infrastructure, while functional, highlights areas for potential improvement. The existing building, though government-provided, features a pucca but broken wall. Despite this, the school boasts six classrooms, each maintained in good condition, facilitating effective learning environments. The presence of separate facilities for boys and girls – two toilets each – reflects a commitment to inclusivity and gender sensitivity. The availability of hand pumps ensures access to clean drinking water for students and staff, a crucial aspect of health and well-being within the school environment. Importantly, ramps for disabled children are present, demonstrating a dedication to accessibility for all learners.

The school’s academic structure is characterized by Hindi as the medium of instruction, a reflection of the local linguistic landscape. The faculty comprises a dedicated team of seven teachers, with three male and four female educators contributing to the diverse learning experience. The absence of pre-primary sections and computer-aided learning facilities presents opportunities for future development and enhancement of the school’s educational offerings. However, the provision of midday meals prepared on-site assures students’ nutritional needs are met, supporting their academic progress.

The curriculum aligns with the State Board for Class 10+2, showcasing adherence to standardized educational benchmarks. For Class 10, the school follows an ‘Others’ board, indicating a potentially flexible approach to accommodate varied learning styles and needs. The school’s operational characteristics include an April start to the academic year, and it is accessible year-round via a convenient all-weather road. The lack of a library and playground indicates potential avenues for future improvements and expansion of extracurricular activities.

The school’s operational details offer further insight into its functioning. While it doesn’t offer residential facilities, the school’s non-residential nature allows focus on its core academic mission. The absence of contract teachers points towards a stable and dedicated teaching staff. The information provided, while comprehensive, underscores the need for additional data such as head teacher information for a more complete understanding of the school’s leadership and organizational structure.

U/H/S Sisauni’s geographical coordinates (26.21444880 latitude, 86.67999420 longitude) and pincode (852131) provide precise location information. However, contact information such as phone number and email address are currently unavailable, potentially hindering direct communication and engagement. This highlights a potential area of improvement to strengthen external connections and facilitate information sharing.

The school’s history, extending back to 1968, speaks volumes about its contribution to the community’s educational landscape. Its continued operation reflects the importance of education in rural development. The provision of a comprehensive education, from primary to higher secondary levels, underscores the school’s commitment to holistic development of its students. The school plays a vital role in shaping future generations and fostering community progress in Supaul district.

Despite certain limitations, U/H/S Sisauni demonstrates a remarkable dedication to providing educational opportunities to children in a rural setting. The school’s existence is a testament to the importance of education in empowering communities and fostering growth. The provision of basic amenities, like clean drinking water and separate sanitation facilities, is a significant step toward creating a supportive learning environment.

The school’s data provides a valuable foundation for understanding the educational landscape of rural Bihar. Further data collection and analysis would aid in identifying specific needs and areas for potential improvements. This would facilitate tailored interventions to enhance the learning environment and foster even greater success among students.

The success of U/H/S Sisauni underscores the significance of ongoing support and investment in rural education. By addressing infrastructural needs and enhancing resources, the school can continue to provide a high-quality education for generations to come. Continued monitoring and evaluation will prove crucial in ensuring the school’s long-term effectiveness in shaping the future of its students and contributing to the broader development of the community.