P.S HARAIYAKOLA

P.S HARAIYAKOLA: A Rural Primary School in Bihar, India

P.S HARAIYAKOLA is a government-run primary school located in the rural area of Rajaouli block, Nawada district, Bihar, India. Established in 2007, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within the community. The school's management falls under the Department of Education, reflecting its commitment to public service.

The school's infrastructure comprises a government building featuring three classrooms, all maintained in good condition. While lacking a boundary wall and electricity, the school provides essential amenities like hand pumps for drinking water, ensuring access to a clean water source. Separate functional boys' and girls' toilets are available, promoting hygiene and safety. Accessibility features include ramps for disabled children, demonstrating a commitment to inclusivity.

The instructional medium at P.S HARAIYAKOLA is Hindi, catering to the local linguistic needs of the students. The school's teaching staff consists of three teachers—two male and one female—dedicated to providing quality education. The school provides and prepares mid-day meals on its premises, addressing the nutritional needs of its students. The school operates on an academic calendar beginning in April.

Despite lacking certain amenities such as a library, playground, and computer-aided learning facilities, P.S HARAIYAKOLA strives to provide basic educational services. The absence of these resources highlights the ongoing need for further development and investment in rural educational infrastructure. The school’s geographical location and reliance on basic resources underscore the challenges faced by many rural schools in India.

The school's commitment to providing a basic education is evident in its operational structure. The lack of a pre-primary section indicates a focus on primary education, aligning with its designated academic title as a primary school. The absence of a head teacher's specific information necessitates further clarification. The school functions independently without any attached residential facilities.

The location of P.S HARAIYAKOLA in a rural setting emphasizes the need for educational access in underserved areas. The school's status as a government-managed institution underscores the government's role in providing education to rural communities. Improving the infrastructure and providing additional resources would significantly enhance the learning experience for the students.

The school's curriculum adheres to the standards of the "Others" board for both Class 10 and Class 10+2 examinations. This implies that the school follows a curriculum that is distinct from the mainstream state or national boards. Further research is needed to determine the specifics of this curriculum and its alignment with broader educational standards.

Future development plans for P.S HARAIYAKOLA could include the addition of a library, playground, and computer lab to enhance the educational environment. The installation of electricity would also significantly improve the school's functionality and provide better learning conditions. Securing funding and community support are crucial for implementing such upgrades.

The school's geographical coordinates (latitude: 24.65323560, longitude: 85.50457110) and pin code (805125) provide precise location information for potential visitors or stakeholders. However, the lack of contact information like a phone number or email address presents a challenge for those seeking to connect with the school directly.

In conclusion, P.S HARAIYAKOLA plays a vital role in providing primary education to the children of its community. Despite limitations in resources, the school demonstrates a commitment to educating young minds and fulfilling its crucial role within the larger educational landscape of rural Bihar. Further investment and support are needed to equip it with the resources to fully achieve its potential.

The school's journey showcases the complexities and challenges inherent in providing education in underserved rural areas. It serves as a case study illustrating both the dedication of educators in limited settings and the ongoing need for improved infrastructure and resources in rural education across India.

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.