M.S.,TEKARI

M.S.,TEKARI was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in CHENARI 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 11 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 2 boys toilet and it is functional. and 2 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., Tekari: A Comprehensive Overview of a Bihar Primary School

M.S., Tekari, a government-run primary school in Bihar, India, stands as a testament to the dedication to education in rural communities. Established in 1952 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, providing a crucial foundation for their academic journey. Nestled in the rural landscape of Chenari block, Rohtas district, the school plays a vital role in shaping the future of its students.

The school’s infrastructure is well-equipped to facilitate effective learning. Eleven classrooms ensure ample space for instruction, while the presence of a library stocked with 500 books fosters a love of reading and knowledge acquisition. A dedicated playground provides a vital outlet for physical activity and recreation, contributing to the holistic development of the children. The school building, constructed with pucca (permanent) materials, demonstrates a commitment to durability and safety. Reliable electricity and functional hand pumps for drinking water further enhance the learning environment. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing essential amenities.

The teaching staff at M.S., Tekari consists of a dedicated team of 17 educators, including 5 male teachers and 12 female teachers, led by head teacher Moti Lal Paswan. The school adopts Hindi as its primary language of instruction, catering effectively to the local linguistic context. The school’s commitment to providing a nourishing mid-day meal, prepared and served on the premises, ensures that students receive the sustenance needed for optimal learning and growth. The provision of this vital service underlines the school’s dedication to student well-being.

The school’s operational efficiency is notable. It operates on a standard academic calendar, commencing its sessions in April, adhering to the established educational framework. The fact that the school is not a shift-school indicates a sufficient capacity to accommodate the student population, and the absence of any need for the school to relocate reflects its stable position within the community. The school does not offer pre-primary education, focusing its resources on providing high-quality primary and upper primary education.

The school’s management structure reflects a commitment to government-led educational initiatives. The Department of Education’s oversight ensures adherence to prescribed standards and provides access to resources and support. The rural setting of the school underscores its vital role in expanding educational opportunities to underserved communities. The school’s dedication to providing a nurturing and effective learning environment speaks volumes about its commitment to student success.

While the school currently lacks computer-aided learning facilities and ramps for students with disabilities, its commitment to providing a supportive learning environment is clear. The absence of these amenities highlights potential areas for future development and improvement, focusing on inclusivity and technological advancement.

The strong emphasis on a functional library and dedicated playground demonstrates a commitment to providing a well-rounded education that extends beyond textbooks. These facilities contribute to a holistic approach that recognizes the importance of extracurricular activities and intellectual enrichment.

In conclusion, M.S., Tekari serves as a vital educational hub within its community, providing a strong foundation in literacy and numeracy. The school’s robust infrastructure, dedicated teaching staff, and commitment to providing essential amenities highlight its importance in delivering quality education to students in a rural setting. Future improvements in computer-aided learning and accessibility features will further enhance its capacity to cater to diverse learning needs and build a brighter future for its students.

The school’s history stretching back to 1952 emphasizes its longevity and continued relevance in the community. Its ongoing commitment to providing a quality education despite its challenges makes it an important part of the educational landscape of Bihar. The dedication of the staff and management reflects a deep commitment to the success of its students.

The data provided paints a picture of a functioning, community-focused school dedicated to providing a basic education to its students. While lacking some advanced amenities, the dedication of its staff and the functionality of its current facilities contribute significantly to the educational landscape of the region.