M.S. JHAHURI

M.S. JHAHURI was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in KALYANPUR block of SAMASTIPUR 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 10 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 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 850 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. JHAHURI: A Rural Primary School in Bihar, India

M.S. JHAHURI is a government-run primary school located in the rural area of Kalyanpur block, Samastipur district, Bihar, India. Established in 1952, the school is managed by the Department of Education and serves students from Class 1 to Class 8. Its unique identification code is 10191908101, and it’s situated at latitude 25.95718350 and longitude 85.77883840, with a postal code of 848102.

Educational Infrastructure and Resources:

The school boasts a solid infrastructure, including a government-owned pucca building equipped with 10 well-maintained classrooms. The school also features a library stocked with 850 books, providing valuable resources for students. Accessibility is ensured with ramps for disabled children, and the provision of hand pumps guarantees access to drinking water. Separate functional toilets are available for both boys and girls. While the school provides mid-day meals prepared on-site, it currently lacks a playground and computer-aided learning facilities. Instruction is primarily delivered in Hindi.

Staff and Teaching Methodology:

M.S. JHAHURI employs a total of 10 teachers, comprising 8 male and 2 female educators. This dedicated teaching staff facilitates a co-educational learning environment focused on delivering a comprehensive primary and upper primary education (Classes 1-8). The school follows a curriculum designed to prepare students for further studies, utilizing the “Others” board for Class 10 and 10+2 examinations.

School Features and Accessibility:

M.S. JHAHURI operates as a non-residential school, accessible via all-weather roads. The school’s academic year begins in April. The school’s commitment to inclusive education is evident in its provision of ramps for students with disabilities and separate toilet facilities. Its rural location, however, presents challenges in terms of resource access and technological advancements. The school’s lack of a computer lab and reliance on hand pumps for drinking water highlights areas for potential future development.

Community and Future Development:

The school plays a vital role in the local community, providing essential education to children in a rural setting. The presence of a library and the provision of mid-day meals demonstrate a commitment to holistic student development. Future improvements could focus on incorporating technology into the curriculum, expanding recreational facilities with the addition of a playground, and upgrading water resources for enhanced hygiene and sanitation.

The Importance of Rural Education:

M.S. JHAHURI exemplifies the critical role of rural schools in providing educational opportunities to children in underserved communities. By investing in infrastructure, resources, and teacher training, such schools can significantly contribute to the overall development of their communities. The school’s history and current offerings underscore the sustained effort to provide quality education despite resource limitations.

Community Engagement and Support:

Effective community engagement is crucial for the continued success and growth of M.S. JHAHURI. Collaborations with local organizations, government initiatives, and private donors can help address the school’s needs and ensure a brighter future for its students. Strengthening partnerships can facilitate improvements in infrastructure, resources, and technological integration.

Conclusion:

M.S. JHAHURI, despite facing challenges typical of rural schools, serves as a testament to the dedication of its staff and the importance of accessible education. With ongoing support and investment, the school can continue to thrive and empower its students to reach their full potential. Its legacy as a pillar of the local community speaks volumes about its contribution to education and overall development.

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