M. S. DUMARAHAR KHURD

M. S. DUMARAHAR KHURD was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in DARAULI block of SIWAN 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 Government building. It has got 7 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 No Boundary Wall 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 1 boys toilet and it is functional. and 1 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.

M. S. DUMARAHAR KHURD: A Rural Primary School in Bihar, India

M. S. DUMARAHAR KHURD is a government-run primary school located in the rural area of DARAULI block, SIWAN district, Bihar, India. Established in 1971, the school is managed by the Department of Education and serves students from Class 1 to Class 8. Its co-educational environment caters to both boys and girls, providing a crucial educational foundation for the community.

The school’s infrastructure includes a government building housing seven classrooms, all in good condition. While lacking a boundary wall and electricity, the school ensures access to clean drinking water via functional hand pumps. Sanitary facilities are available with one boys’ toilet and one girls’ toilet, both functional. The school’s accessibility is further enhanced by ramps for disabled children.

Instruction is primarily in Hindi, delivered by a dedicated teaching staff comprising seven male teachers and one female teacher, making a total of eight teachers. The school also provides midday meals, prepared and served on the school premises. The school does not have a pre-primary section, nor does it offer computer-aided learning facilities. Furthermore, the school doesn’t possess a library or playground.

The school’s academic structure follows a standard curriculum, culminating in examinations recognized by other boards for Class 10 and Class 10+2. The school operates from April, aligning with the typical academic calendar in the region. Its location in a rural setting underscores its significant role in providing quality education to a community that might otherwise lack easy access to such resources.

M. S. DUMARAHAR KHURD, despite its limitations in resources, demonstrates a commitment to providing foundational education. The dedicated staff’s presence, along with the availability of essential facilities like toilets and drinking water, shows a clear focus on student wellbeing.

The lack of certain amenities like a library, playground, and computer lab highlights the ongoing challenges faced by many rural schools in India. This underscores the need for continued investment and support to bridge the educational gap and ensure equitable access to quality learning opportunities for all children.

The school’s location, its management, and its academic offerings collectively contribute to a detailed understanding of its place within the broader Indian education system. Further investigation into the school’s specific educational outcomes and its relationship with the surrounding community would provide a more holistic evaluation of its effectiveness.

The information provided gives a snapshot of M. S. DUMARAHAR KHURD, shedding light on its operations, infrastructure, and academic profile. The school’s strengths and limitations provide valuable insights into the complexities of providing education in rural India.

Further research could focus on the impact of the school on student learning outcomes, the involvement of the local community, and the challenges faced by the school in acquiring additional resources. This comprehensive understanding would offer valuable insights into improving educational opportunities in similar rural settings.

M. S. DUMARAHAR KHURD represents a typical rural school in India, facing both opportunities and challenges. The information presented here allows for comparisons with other schools and for identifying best practices for improving educational access and quality in similar contexts. The school serves as a case study in understanding the realities of rural education in India.

In conclusion, M. S. DUMARAHAR KHURD, while exhibiting resource limitations, plays a vital role in its community. It’s a testament to the importance of accessible, foundational education in rural areas. Understanding its strengths and limitations is crucial for further development and investment in rural education in India.