GIRL'S H S KARGAHAR

GIRL’S H S KARGAHAR was established in 1982 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KARGAHAR block of ROHTAS district of Bihar. The school consists of Grades from 6 to 10. The school is Girls and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 2 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 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 1705 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.

Girl’s High School Kargahar: A Comprehensive Overview

Girl’s High School Kargahar, a government-run institution established in 1982, serves the rural community of Kargahar, Rohtas district, Bihar. Operating under the Pvt. Unaided management, this all-girls school offers education from classes 6 to 10, utilizing Hindi as its primary language of instruction. The school’s dedication to providing quality education is evident in its various facilities and resources.

The school’s infrastructure includes two well-maintained classrooms, ensuring a conducive learning environment for its students. The school building, constructed of pucca material, is secured by a robust pucca boundary wall. Supporting the academic pursuits is a well-stocked library containing 1705 books, a valuable resource for students’ research and personal reading. Further enhancing the learning experience is the presence of a dedicated playground, fostering physical activity and recreation among the students. The school also prioritizes the health and well-being of students by providing access to hand pumps for clean drinking water. Accessibility for students with disabilities is ensured through the provision of ramps.

The dedicated teaching staff comprises nine educators, including four male and five female teachers, all committed to delivering a high standard of education. The school’s academic curriculum adheres to the State Board for class 10, ensuring students are well-prepared for their future academic endeavors. The school also provides mid-day meals, prepared and served on the school premises, contributing to students’ overall well-being.

The school’s location in a rural area underlines its significant role in providing educational opportunities to girls in a region where access to quality education might otherwise be limited. The school’s commitment to providing a holistic education is commendable, encompassing both academic excellence and overall student well-being.

Girl’s High School Kargahar’s absence of computer-aided learning and electricity does not diminish its dedication to providing a quality education. Instead, it highlights the challenges faced by many schools in rural areas. Despite these limitations, the school’s impressive library and well-maintained facilities demonstrate its commitment to creating a supportive and enriching learning environment.

The school’s success is a testament to the dedication of the teachers and the commitment of the school’s administration in overcoming challenges to provide vital educational services.

The school’s strong emphasis on providing a safe and accessible learning environment is reflected in the presence of girls’ toilets and ramps for disabled students. This demonstrates a proactive approach to ensuring inclusivity and accessibility for all students.

The school’s non-residential nature aligns with its focus on providing quality daytime education to the local community. The absence of a pre-primary section suggests that the school’s focus remains primarily on secondary education.

The availability of a playground underscores the school’s belief in the importance of physical activity for holistic development. This focus on physical well-being complements its academic curriculum.

The school’s long history, dating back to 1982, speaks to its enduring contribution to the community and its commitment to educating girls in the region. Its continued operation serves as a beacon of hope for future generations.