M.S. KOREYA

M.S. KOREYA was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in BHORE block of GOPALGANJ 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 doesn’t 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 5 girls toilet and it is functional. The school has a playground. The school has a library and has 400 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. KOREYA: A Comprehensive Profile of a Bihar Primary School

M.S. KOREYA, a government-run primary school, stands as a vital educational institution serving the rural community of BHORE block in GOPALGANJ district, Bihar. Established in 1954 under the Department of Education, this co-educational school caters to students from Class 1 to Class 8, offering a crucial foundation for their academic journey.

The school’s infrastructure comprises a robust pucca building, equipped with 18 well-maintained classrooms dedicated to instruction. Complementing the academic spaces are two additional rooms for non-teaching activities, ensuring a holistic learning environment. A dedicated space for the head teacher further enhances the school’s organizational structure. The school’s physical boundaries are secured by a pucca wall, providing a safe and protected learning space.

While the school currently lacks an electricity connection, it successfully addresses the essential need for clean drinking water through functional hand pumps, ensuring the well-being of students. Sanitary facilities are provided through separate functional boys’ and girls’ toilets—two for boys and five for girls—emphasizing the school’s commitment to hygiene and student welfare.

Beyond the basic necessities, M.S. KOREYA also boasts a playground and a well-stocked library housing 400 books. This enriching environment supports both physical activity and a love of reading, contributing significantly to the students’ overall development. The school’s commitment to accessibility is demonstrated through ramps for disabled children, ensuring inclusivity in education.

The school employs a dedicated team of 17 teachers, including 8 male and 9 female educators, who collectively deliver a Hindi-medium curriculum. The school’s commitment to student nutrition is evidenced by its on-site mid-day meal program, providing students with nutritious meals.

The school’s rural location is strategically connected by an all-weather road, ensuring accessibility throughout the year for students and staff. The academic year at M.S. KOREYA commences in April, aligning with the regional academic calendar.

The absence of computer-aided learning facilities presents an area for potential future development. However, the school’s dedication to providing a supportive and conducive learning environment remains evident in its existing structure and resources.

M.S. KOREYA’s dedication to education, combined with its commitment to providing a safe and stimulating environment, makes it a significant contributor to the community’s educational landscape. Its ongoing operation underlines the importance of basic education in rural Bihar and the vital role it plays in shaping the future of its students. The school’s modest yet effective provision of resources illustrates the potential of even basic facilities in creating a positive and impactful learning experience.

While some infrastructure improvements are desirable, the current provisions at M.S. KOREYA serve as a testament to the dedication of both its staff and the governing Department of Education. The school’s history, its current functioning, and its potential for growth present a compelling case study in the ongoing development of rural education in India.