M.S. MANPAUR

M.S. MANPAUR was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in PARIHAR block of SITAMARHI 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 9 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 But Broken 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has no library and has 0 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. MANPAUR: A Rural Primary School in Bihar, India

M.S. MANPAUR is a government-run primary school located in the rural area of Parihar block, Sitamarhi district, Bihar, India. Established in 1950, this co-educational institution offers classes from 1 to 8, providing education to children in the surrounding community. The school’s management falls under the Department of Education, reflecting its commitment to providing quality education within the government framework.

The school’s infrastructure consists of a pucca (brick) building, although parts of the structure are currently broken. Despite this, the school boasts nine classrooms, ensuring sufficient space for its students. The school building is not utilized as a shift school, which means it operates during regular school hours.

M.S. MANPAUR employs a dedicated team of ten teachers, with six male and four female educators. These teachers utilize Hindi as the primary language of instruction, catering to the linguistic needs of the local students. The school’s academic year follows the typical Indian calendar, commencing in April.

Essential facilities are present to support student well-being. The school provides access to hand pumps for drinking water, a crucial resource in a rural setting. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, fulfilling basic hygiene requirements. Furthermore, the school possesses a playground, providing a space for recreational activities and physical development.

Despite the presence of a playground, the school currently lacks a library and computer-aided learning facilities. While the school has electricity, this resource is currently non-functional, and the lack of computers highlights the need for technological improvements. The absence of a computer lab limits access to modern learning tools and resources, potentially hindering educational progress.

The school’s accessibility is a significant factor for its students. It’s conveniently reachable via an all-weather road, ensuring students can attend regardless of weather conditions. The school’s commitment to its students’ nutritional needs is demonstrated by its provision of midday meals, prepared and served on the school premises.

The school’s infrastructure requires some attention. The broken sections of the pucca boundary wall need repair, while addressing the non-functional electrical connection would greatly benefit the learning environment. The addition of a library and computer-aided learning facilities would significantly enrich the educational experience for the students.

In conclusion, M.S. MANPAUR serves as a vital educational hub in its rural community, offering primary and upper primary education to local children. While certain infrastructural improvements are needed, the school’s dedication to its students through its provision of teaching staff, essential facilities, and midday meals is evident. The school’s future success hinges on addressing the needs highlighted above to enhance the quality and reach of its educational services.