M.S.,AMAUNA

M.S.,AMAUNA was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in KARAKAT block of ROHTAS 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 15 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 No Boundary Wall 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 a library and has 500 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., AMAUNA: A Comprehensive Profile of a Bihar Primary School

M.S., AMAUNA, a government-run primary school located in the rural heartland of Bihar, India, stands as a testament to the enduring commitment to education in even the most remote corners of the country. Established in 1950 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a vital educational foundation to the community.

The school’s infrastructure comprises a government building with 15 well-maintained classrooms, providing ample space for learning. A dedicated library houses a collection of 500 books, fostering a love for reading and knowledge amongst the students. Further enhancing the learning environment is a playground, providing a much-needed space for recreational activities and physical development. The school also boasts functional boys’ and girls’ toilets, ensuring basic sanitation needs are met.

Clean drinking water is readily available through hand pumps, a crucial aspect of maintaining a healthy school environment. Accessibility is also a key consideration, as ramps are available for disabled children, ensuring inclusivity in education. The school’s curriculum is delivered primarily in Hindi, reflecting the linguistic landscape of the region. Despite a lack of electricity and a boundary wall, the school provides a mid-day meal prepared on its premises, addressing nutritional needs and ensuring students can focus on their studies.

The teaching staff consists of 6 male teachers and 4 female teachers, a total of 10 dedicated educators working collaboratively to shape the minds of young learners. They impart knowledge within the framework of a primary and upper primary curriculum (Classes 1-8), preparing students for further education. While the school does not offer pre-primary education or computer-aided learning, its commitment to providing a basic education in a supportive environment remains unwavering.

The school’s location in the Karaket block of Rohtas district places it within a defined geographical area, accessible via roads suitable for all weather conditions. The academic year follows a typical schedule, commencing in April. The school’s management structure is overseen by the Department of Education, ensuring adherence to established educational standards and policies.

M.S., AMAUNA’s contributions extend beyond academics. It serves as a community hub, a place where children not only learn but also grow, develop and interact, fostering a sense of belonging. The school’s dedication to providing basic education and supporting services highlights its vital role in the local community.

Further development and upgrades are ongoing to enhance the school’s facilities, and efforts are consistently made to improve the quality of education provided.

The lack of computers and computer-aided learning at M.S., AMAUNA underscores the need for technological improvements in rural education in India.

The school’s rural setting presents specific challenges, but it also allows for unique opportunities to connect with the natural world and the local culture.

This school serves as an excellent example of how dedication and community support can help provide crucial educational opportunities to students in underserved regions. This case study of M.S., AMAUNA highlights both the success and the continuing needs of rural primary education in Bihar.