M.S. MAIRA

M.S. MAIRA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in KATRISARAI block of NALANDA 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 6 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 300 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 but not Prepared in School Premises providing mid-day meal.

M.S. Maira Primary School: A Comprehensive Overview

M.S. Maira, a government-run primary school in the rural area of Katrisarai block, Nalanda district, Bihar, India, has served the community since its establishment in 1972. Under the Department of Education’s management, this co-educational institution offers education from Class 1 to Class 8, utilizing Hindi as its primary language of instruction. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school boasts six well-maintained classrooms, ensuring ample space for learning. The building itself is of pucca construction, providing a sturdy and safe environment for students. Reliable electricity ensures a conducive learning environment, and the presence of hand pumps guarantees access to clean drinking water. Further enhancing the educational experience, the school maintains a library stocked with 300 books, fostering a love for reading amongst its students.

Accessibility is a key feature of M.S. Maira. The school is readily accessible via an all-weather road, eliminating transportation barriers for students. The school’s commitment to inclusivity is further exemplified by the provision of ramps for disabled children, ensuring equitable access to education for all. Dedicated toilet facilities, one each for boys and girls, maintain hygiene and safety for the students.

The teaching staff comprises a dedicated team of ten teachers – five male and five female – ensuring balanced instruction and mentorship for all students. The academic curriculum caters to students from Class 1 to Class 8, preparing them for their future educational pursuits. While the school does not offer a pre-primary section or computer-aided learning facilities, the school makes an effort to provide a nutritious midday meal, sourced externally.

The school’s operational structure is straightforward and functional. The school follows an academic session commencing in April, providing a structured and organized approach to teaching and learning. The school is not a residential institution, and nor does it operate as a shift school. The school building exclusively serves the needs of the primary school.

M.S. Maira’s commitment to education is noteworthy, considering its rural location and limited resources. The school’s robust infrastructure, dedicated teaching staff, and provision of essential facilities reflect a dedication to providing quality education to the children of the community.

The school’s management, under the Department of Education, ensures adherence to standards and regulations. The school’s long history and continued operation underscore its importance to the local community. Further investment in resources could enhance the school’s capacity to provide an even richer learning experience.

The absence of a playground might be an area for improvement, as outdoor recreational activities are crucial for the holistic development of children. Similarly, integrating computer-aided learning into the curriculum would equip students with valuable digital literacy skills.

The school’s information is publicly available, facilitating transparency and accountability in the educational system. The details provided offer a comprehensive understanding of the school’s structure, facilities, and commitment to educating the children of Katrisarai.

M.S. Maira school stands as a testament to the ongoing effort to provide quality education in rural areas. By focusing on the essential needs of its students and consistently striving for improvement, the school plays a vital role in shaping the future generation.