M S KHOKHA

M S KHOKHA was established in 1934 and it is managed by the Department of Education. It is located in Rural area. It is located in SRI NAGAR block of PURNIA district of Bihar. The school consists of Grades from 1 to 8. 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 Rent Free Building 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 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 150 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.

M S KHOKHA: A Rural Primary School in Bihar, India

M S KHOKHA is a primary school located in the rural area of the SRI NAGAR block, PURNIA district, Bihar, India. Established in 1934, this co-educational institution is managed by the Department of Education and offers classes from 1st to 8th standard. The school’s instruction medium is Hindi.

The school building, a rent-free structure, comprises eight classrooms, all in good condition. While there are no dedicated pre-primary sections or computer-aided learning facilities, the school does possess a library stocked with 150 books. The availability of a library highlights the school’s commitment to fostering a love of reading amongst its students.

The school’s infrastructure includes functional hand pumps providing drinking water, and separate boys’ and girls’ toilets. Importantly, ramps are available for disabled children, ensuring accessibility for all students. The school’s sturdy, though slightly dilapidated, pucca walls provide a degree of protection and security.

The school has a total of eight teachers; four male and four female educators dedicated to providing quality education to the students. The school prides itself on providing meals prepared and served on the school premises, ensuring that students receive proper nutrition. This commitment to both academic and nutritional well-being underscores the school’s holistic approach to education.

The school operates within the framework of an established academic structure, with its academic year commencing in April. Its classification as a Primary with Upper Primary school (1-8) reflects its comprehensive educational scope within the community.

Although the school does not have a playground, the presence of a library and functional amenities demonstrates an effort to make the most of available resources. The absence of computers and a computer lab indicates potential areas for future development and improvement.

The absence of a specified head teacher in the provided data might be an area requiring clarification. However, this does not detract from the positive aspects of the school’s functioning and contribution to the community.

The school’s status as a residential school (N/A residential type specified) presents an interesting aspect of its operations, and could warrant further investigation into the specific nature of this residential provision.

M S KHOKHA’s continued operation for nearly a century indicates a strong community need and ongoing commitment to providing education to the children of the rural SRI NAGAR area. The school’s strengths lie in its provision of basic amenities, access for disabled students, and its dedicated teaching staff. However, opportunities for improvement exist, particularly in the realms of technological integration and the expansion of extracurricular facilities.

The school’s dedication to providing a holistic education, including meals, in a rent-free building, speaks volumes about the commitment of its staff and the community’s support. Future development could focus on attracting resources to enhance technological capabilities and recreational facilities to further enrich the learning environment.