M.S.KASWAN

M.S.KASWAN was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in RATNI FARIDPUR block of JEHANABAD 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 16 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 Partial 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 no playground. The school has a library and has 202 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.KASWAN: A Comprehensive Profile of a Bihar Primary School

M.S.KASWAN, a government-run primary school in Bihar, India, stands as a testament to the ongoing efforts to provide education in rural areas. Established in 1971 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys. Located in the Ratni Faridpur block of Jehanabad district, its rural setting underscores its vital role in community development.

The school’s infrastructure includes 16 classrooms, ensuring adequate space for instruction. A noteworthy feature is the presence of a library stocked with 202 books, providing students access to supplementary reading materials. Hand pumps provide a reliable source of drinking water, and the school boasts separate functional boys’ and girls’ toilets, each with two units. Although lacking a playground, the school’s commitment to providing a safe and functional learning environment is evident. The school building itself is partially walled, and importantly, it benefits from a reliable electricity connection. Ramps are in place for students with disabilities, demonstrating a commitment to inclusivity.

The teaching staff comprises 13 teachers, seven male and six female, all dedicated to delivering quality education. The medium of instruction is Hindi, reflecting the local linguistic context. The school’s management follows the Department of Education guidelines, ensuring adherence to established educational standards. The head teacher, MD. Manzoor Alam, leads the school’s dedicated team. The school operates on an academic calendar starting in April, providing continuity in the learning process. Meals are provided and prepared within the school premises, addressing a vital need for student nourishment.

The academic structure of M.S.KASWAN covers primary and upper primary levels (classes 1-8). While the school does not have a pre-primary section, it offers a robust curriculum aligned with the needs of the local community. The school’s affiliation with “Others” for Class 10 and Class 10+2 boards highlights its flexible approach to academic pathways. The absence of a computer-aided learning lab and computers does not diminish its dedication to providing fundamental education.

Accessibility is a key consideration for M.S.KASWAN. Being accessible by all-weather roads ensures consistent student attendance, regardless of weather conditions. The school’s commitment to inclusion is also reflected in its provision of ramps for disabled students, ensuring equal access to education for all.

M.S.KASWAN’s significance extends beyond its immediate community. It represents a vital link in the chain of educational development in rural Bihar. Its commitment to providing basic education, despite resource constraints, is a commendable effort. The continued support and investment in such institutions are crucial for empowering the next generation and fostering sustainable community growth.

The school’s location in a rural area emphasizes its role in bridging the educational gap between urban and rural communities. The provision of essential amenities like toilets, drinking water, and a library underscores the school’s dedication to creating a conducive learning environment. The head teacher and the teaching staff play a critical role in the success of M.S.KASWAN, contributing significantly to the community’s development through education.

The detailed information provided about M.S.KASWAN allows for a comprehensive understanding of its operations and its importance within the broader educational landscape of Bihar. The commitment to providing quality education despite limitations in resources is commendable.

The data presented highlights the school’s structure, staff, facilities, and curriculum, offering a valuable insight into its day-to-day functioning. The information provided is not only informative but also valuable for policymakers, researchers, and anyone interested in educational development in rural India. Further studies could explore the impact of such schools on community development and student outcomes.

This profile underscores the need for continuous evaluation and improvement within the education system, focusing on providing equitable and accessible quality education in all areas. M.S.KASWAN stands as a representative example of many rural schools, highlighting both their strengths and the areas requiring further support and investment.