M.S.AMMAKUAN

M.S.AMMAKUAN was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in TIKARI block of GAYA 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 8 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 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 1 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.AMMAKUAN: A Rural Primary School in Bihar, India

M.S.AMMAKUAN, a government-run primary school, stands as a vital educational institution in the rural landscape of Bihar, India. Established in 1960 under the Department of Education, it serves the TIKARI block of the GAYA district. The school’s commitment to education is evident in its comprehensive curriculum and supportive environment.

The school’s infrastructure reflects a dedication to providing a conducive learning space. The school building, constructed of pucca material, houses eight classrooms in good condition, ensuring comfortable learning environments for its students. Furthermore, the presence of a playground and a library, albeit with a small collection of just one book, indicates efforts to foster holistic development. The school also boasts a functional boys’ and girls’ toilet each, ensuring basic sanitation needs are met.

Providing clean drinking water is a priority. The school utilizes hand pumps as a reliable source of potable water for both students and staff. Accessibility is also a consideration, with ramps available to ensure inclusion for all students, regardless of physical abilities. The school’s dedication to providing a safe and inclusive space is clearly demonstrated.

The school follows a Hindi-medium instruction model, catering to the local language needs of its students. The curriculum encompasses classes from 1 to 8, offering a complete primary and upper-primary education. The school’s commitment to education is further highlighted by its provision of mid-day meals, prepared and served on the school premises. This critical service ensures students receive proper nutrition, enhancing their concentration and overall well-being during their studies.

M.S.AMMAKUAN is a co-educational institution, welcoming students of both genders and providing an equal opportunity for education. The school’s faculty comprises five teachers, with one male teacher and four female teachers. While there is no pre-primary section, the existing curriculum adequately caters to the needs of primary and upper-primary students in the community.

The school’s management, under the Department of Education, actively ensures its smooth operation and adherence to educational standards. The school’s rural setting underscores its significance in providing educational opportunities to children in less-accessible areas. The school’s location is easily accessible via an all-weather road, facilitating regular attendance for both students and staff.

The academic year begins in April, aligning with the typical academic calendar of the region. The school’s board affiliation for classes 10 and 10+2 is listed as ‘Others’, suggesting a possible affiliation with a local or state-specific board. The school’s commitment to providing a quality education, despite its location and limited resources, is commendable.

The school’s infrastructure includes a pucca boundary wall, providing a sense of security and defining the school’s grounds. The absence of electricity might present some challenges, but the school’s management likely compensates by effectively utilizing natural light and other resources. The school’s dedication to providing quality education despite infrastructural limitations is praiseworthy.

The absence of computer-aided learning and a limited number of books in the library presents areas for potential improvement. However, the existing resources are utilized effectively. The school’s success in educating its students depends largely on the dedicated efforts of its teachers.

In conclusion, M.S.AMMAKUAN serves as a vital hub of learning in a rural area, providing essential educational services to the local community. The school’s unwavering commitment to its students, despite limited resources, reflects the positive impact of dedicated teachers and an education-focused management team. Continued support and resource allocation can further enhance the school’s capacity to provide even better educational opportunities for the children in its care.