NEW P S SATIVAD (2007-08)

NEW P S SATIVAD (2007-08): A Detailed Profile of a Rural Primary School in Bihar, India

NEW P S SATIVAD (2007-08), a government-run primary school, serves the rural community of SHIVSAGAR block in ROHTAS district, Bihar, India. Established in 2010 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a crucial foundation for their education. The school's primary instruction medium is Hindi, reflecting the local language and cultural context.

The school's infrastructure includes a government-owned building comprising three classrooms, all in good condition. While lacking a boundary wall and electricity, the school provides essential amenities. A functional library houses 30 books, offering students access to reading materials. Hand pumps serve as the drinking water source, ensuring access to clean water. Separate functional boys' and girls' toilets are available on the premises. The absence of a playground, however, presents a limitation to the school's recreational facilities.

The teaching staff comprises one male and one female teacher, totaling two educators dedicated to providing quality education to the students. The school prepares and provides mid-day meals on its premises, addressing a vital nutritional need for the children. Importantly, the school operates as a non-residential institution, focusing solely on providing daytime education.

The school's academic focus is exclusively primary education (classes 1-5). Although the school does not offer pre-primary education, it serves a vital role in the community by providing basic literacy and numeracy skills. The school's management emphasizes providing a functional and supportive learning environment for the students in its care.

The school's location in a rural area highlights the importance of its role in bridging the education gap in underserved communities. Accessibility is ensured through all-weather road access. The school's operation commences in April, aligning with the standard academic calendar. The lack of computers and computer-aided learning facilities presents an opportunity for future development and technological enhancement.

The school's simple yet functional infrastructure is indicative of the challenges faced by many rural schools in providing quality education with limited resources. The availability of a library, however, shows a commitment to fostering a love of reading among the students. The dedicated teachers demonstrate a commitment to education, despite the resource constraints.

The absence of a boundary wall highlights potential security concerns, while the lack of electricity points to the need for improved infrastructure. These challenges underscore the need for continued investment and support to ensure the school can adequately provide for its students' educational and developmental needs.

The school's success relies on the dedication of its teachers and the support of the community. Ongoing improvements and investment in resources, such as computers and a playground, would significantly enhance the educational experience for the students.

The information presented demonstrates the strengths and challenges faced by NEW P S SATIVAD. Understanding these factors is crucial for developing targeted strategies for improving educational access and quality in rural areas. The school serves as a microcosm of the broader educational landscape in rural India, showcasing both the progress made and the ongoing needs.

The school's commitment to providing a basic education, despite its limitations, emphasizes its vital role in the community. The lack of certain facilities, such as computers and a playground, highlights areas for future development and potential external support. Continuing investment and support are key to ensuring the school can fulfill its potential and contribute to the overall improvement of education in the region.

Further research and analysis could explore the challenges faced by schools in similar contexts and identify best practices for improving educational outcomes in rural settings. The data provided serves as a valuable starting point for larger-scale investigations into the dynamics of rural education in Bihar and beyond.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.