M.S. FARATUL BARGIDIH

M.S. FARATUL BARGIDIH was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LUNDRA block of SURGUJA district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 Private building. It has got 3 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 Hedges boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 101 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

M.S. Faratul Bargidih: A Rural Upper Primary School in Chhattisgarh

M.S. Faratul Bargidih, a private, co-educational upper primary school, serves the rural community of Lundra block in Surguja district, Chhattisgarh. Established in 2000, this school plays a vital role in providing education to children in the region. Its unique features and commitment to learning make it a valuable asset to the community.

The school’s infrastructure includes three well-maintained classrooms, designed to facilitate effective learning. A functional library, stocked with 101 books, encourages a love for reading and expands students’ knowledge beyond the classroom. The presence of a playground provides a vital space for physical activity and recreation, fostering holistic development. The school also boasts a computer-aided learning lab equipped with two computers, integrating technology into the educational process. A well serves as the source of drinking water, ensuring the students’ well-being. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions.

The academic curriculum at M.S. Faratul Bargidih focuses on grades 6 through 8, offering instruction in Hindi. Three female teachers dedicate their expertise to educating the students, fostering a supportive and nurturing learning environment. The school follows a curriculum aligned with the “Others” board for both class 10th and class 10+2. Meals are provided to the students, although they are prepared off-site. The school operates within a private, unaided management structure.

The school’s commitment to accessibility is reflected in its provision of ramps for disabled children, emphasizing inclusivity and equal opportunities for all students. The school is enclosed by hedges, providing a secure and defined learning space. The reliable electricity connection ensures that teaching and learning are not hampered by power outages. The presence of a single girls’ toilet further contributes to the school’s commitment to providing a hygienic and comfortable environment for its students.

The school’s rural location highlights its role in bridging the educational gap in underserved areas. Its dedication to providing quality education despite its location underscores its importance to the community. The school’s operational details, including its functional library, computer lab, and playground, underscore its commitment to providing a well-rounded education.

M.S. Faratul Bargidih’s management structure as a private, unaided institution signifies its independence and highlights the commitment of its founders and administrators to the educational needs of the community. The successful operation of this institution showcases the potential of private initiatives in supplementing public educational efforts in rural areas.

The institution’s commitment to utilizing Hindi as the medium of instruction reflects a focus on utilizing a language familiar to the local community, ensuring better understanding and engagement among students. The absence of male teachers, while not necessarily negative, presents an opportunity for further diversity and a broadened educational perspective in the future.

The establishment year of 2000 provides a historical context to the school’s journey and its ongoing contribution to education in the region. The school’s continued operation after over two decades speaks volumes about its community impact and enduring relevance.

The school’s location in a rural area underscores the need for continued support and investment in education infrastructure in such regions. Its success serves as a testament to the positive impact of consistent effort and community engagement in addressing educational disparities.

In conclusion, M.S. Faratul Bargidih exemplifies the dedication and perseverance necessary to provide quality education in a rural setting. Its commitment to its students’ holistic development, alongside its modern facilities, ensures it remains a valuable asset to the Lundra community. The continued success and growth of this school contribute significantly to the educational advancement of the region.