M.S. HUSAINA

M.S. HUSAINA was established in 1947 and it is managed by the Department of Education. It is located in Rural area. It is located in SURYAGARHA block of LAKHISARAI 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 18 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 220 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. HUSAINA: A Rural Primary School in Bihar, India

M.S. HUSAINA is a government-run primary school located in the rural area of Suryagarha block, Lakhisarai district, Bihar, India. Established in 1947, this co-educational institution serves students from Class 1 to Class 8, providing a crucial educational foundation for the community. The school is managed by the Department of Education, reflecting its commitment to providing accessible quality education.

The school’s infrastructure comprises a sturdy pucca building, housing 18 well-maintained classrooms dedicated to instruction. The presence of a library stocked with 220 books, combined with a playground, indicates a commitment to holistic child development beyond academics. Cleanliness and hygiene are prioritized with functional boys’ and girls’ toilets (2 and 3 respectively), and the school ensures access to drinking water through hand pumps. Accessibility features include ramps for disabled children, showcasing the school’s inclusive approach.

Instruction at M.S. HUSAINA is conducted in Hindi, catering to the local linguistic needs. The teaching staff consists of 3 male and 6 female teachers, totaling 9 dedicated educators, ensuring a balanced and supportive learning environment. While the school provides midday meals prepared on the premises, it does not have a pre-primary section or computer-aided learning facilities. The school is not residential, with its operational hours conforming to standard academic sessions commencing in April.

The school’s commitment to providing a complete education is visible in its diverse facilities. The presence of a library, playground, and clean, accessible sanitation facilities demonstrates a focus on well-rounded development. The school’s rural location highlights its role in bridging the educational gap in underserved areas.

The management by the Department of Education underscores the government’s investment in primary education, signifying its importance in the community’s progress. The school’s long history, dating back to 1947, speaks to its resilience and enduring role in shaping generations of students.

The school’s infrastructure, including the pucca building and well-maintained classrooms, signifies a commitment to providing a conducive learning environment. The presence of a functional library further supports the school’s commitment to providing resources beyond basic instruction.

The school’s adherence to Hindi as the medium of instruction demonstrates a cultural sensitivity, ensuring students receive education in a language they understand. The commitment to providing midday meals underscores the holistic care provided to the students, addressing their nutritional needs alongside their academic learning.

M.S. HUSAINA’s inclusive approach is evident in the provision of ramps for disabled students. This commitment to inclusivity ensures accessibility and equal opportunities for all learners, regardless of their physical abilities.

While lacking computer-aided learning facilities at present, the existing infrastructure, resources, and dedication of its teaching staff suggest a foundation upon which future technological advancements could be integrated.

In conclusion, M.S. HUSAINA stands as a testament to the significance of primary education in rural India, providing a solid educational foundation for its students while emphasizing inclusivity, accessibility, and holistic development. The school’s long-standing legacy and continued operation are a tribute to its enduring importance in the community it serves.