M.S.AMRA

M.S.AMRA was established in 1942 and it is managed by the Department of Education. It is located in Rural area. It is located in KONCH 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 But Broken 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 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 and Prepared in School Premises providing mid-day meal.

M.S.AMRA: A Rural Primary School in Bihar, India

M.S.AMRA, a government-run primary school, stands as a vital educational institution in the rural landscape of Bihar, India. Established in 1942 and managed by the Department of Education, this co-educational school serves students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school’s dedication to education is evident in its provision of a mid-day meal, prepared and served on the school premises, ensuring students receive adequate nourishment to support their learning.

The school’s infrastructure comprises a government-built structure with eight classrooms, all in good condition, and additional rooms for non-teaching activities and a dedicated space for the school’s administrative staff. Despite having a pucca (permanent) but damaged boundary wall, the school boasts essential amenities including electricity, a library stocked with 300 books, and a playground, providing a comprehensive learning environment. Access to clean drinking water is ensured through functional hand pumps, and ramps cater to students with disabilities. The school’s location is easily accessible via an all-weather road, reflecting its commitment to inclusivity.

Instruction at M.S.AMRA is primarily in Hindi, catering to the local linguistic context. The school employs a dedicated team of nine teachers, including five male and four female educators, all working collaboratively to provide quality education. The school operates under the Others board for both Class 10 and Class 10+2 examinations, offering a diverse range of learning opportunities within the local framework.

The school’s commitment to a holistic education is further underscored by its provision of a library and a playground. These facilities foster both intellectual curiosity and physical activity, creating a balanced educational experience. The availability of toilets for both boys and girls underlines the school’s dedication to providing a safe and comfortable learning environment for all students. The lack of computer-aided learning equipment is a notable aspect, highlighting potential areas for future development and improvement in educational resources.

The school’s rural location underscores its significance in bridging the educational gap in underserved communities. M.S.AMRA plays a vital role in providing primary and upper-primary education to children in this area, contributing significantly to the region’s educational landscape.

The school’s history, spanning several decades, speaks to its enduring presence in the community. Its consistent functioning and commitment to providing basic amenities demonstrate a dedication to serving the needs of the students. The dedication of its teaching staff is crucial to the ongoing success of the institution.

Looking forward, M.S.AMRA has the potential for further improvement. The addition of computer-aided learning facilities and further investment in infrastructure could greatly enhance the educational experience offered.

The school’s management, under the Department of Education, is actively involved in the school’s operation and development. This underscores the government’s commitment to providing quality education in rural areas.

M.S.AMRA stands as a testament to the importance of access to education in rural communities. While challenges remain, the school’s commitment to providing foundational education remains unwavering, empowering children with knowledge and preparing them for their future.

In conclusion, M.S.AMRA is a valuable asset to the community, fostering educational growth and development in a rural setting. Its enduring presence and dedication to providing a basic education serve as an example of the positive impact a school can have on a community. Continued support and investment will only further strengthen its impact on the lives of the students it serves.