MANNALAL SAH HARIJAN HIGH SCHOOL SAKRAILI

MANNALAL SAH HARIJAN HIGH SCHOOL SAKRAILI was established in 1982 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BARARI block of KATIHAR district of Bihar. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 0 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 Tap Water and it is functional. The school has 6 boys toilet and it is functional. and 6 girls toilet and it is functional. The school has a playground. The school has a library and has 0 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 Not Applicable providing mid-day meal.

Mannallal Sah Harijan High School Sakraili: A Comprehensive Overview

Mannallal Sah Harijan High School Sakraili, established in 1982, is a private, unaided co-educational secondary school located in the rural area of Barari block, Katihar district, Bihar. Operating under a private residential structure, the school provides education from classes 9 to 10, following the State Board curriculum for class 10 and an “Others” board for higher secondary education (if applicable). Hindi serves as the primary medium of instruction. The school’s academic year commences in April.

Infrastructure and Facilities: The school boasts a government-provided building, featuring a robust pucca boundary wall and reliable electricity. Clean drinking water is readily available through a functional tap water system. Sanitary facilities include six functional boys’ toilets and six functional girls’ toilets. A playground and a library, although currently without books, are also present on the premises. Importantly, the school’s infrastructure is accessible, negating the need for ramps for disabled children.

Teaching Staff and Resources: A total of eight teachers facilitate learning, including seven male teachers and one female teacher. The school’s operational capacity and commitment to quality education are evident in its well-maintained facilities and dedicated staff. The absence of computer-aided learning tools at present highlights an area for potential future development.

School Management and Governance: Managed privately and unaided, the school demonstrates its commitment to providing educational opportunities within the community. The absence of additional details regarding the head teacher’s identity allows for potential future additions and updates to be seamlessly integrated.

Accessibility and Location: The school’s location is described as accessible via an all-weather road, signifying convenience for students and staff alike. Its rural setting reflects its integration with the local community.

Unique Characteristics and Future Potential: The school’s private residential nature and established presence in the community highlight its strong commitment to the students under its care. The lack of computer-aided learning and a library book collection presents significant opportunities for future improvement and expansion. These areas, when addressed, will further enhance the already impressive educational foundation provided by the school.

Community Engagement and Outreach: As a pivotal institution within the rural landscape, the school likely plays a significant role in the community’s social and economic development. Its contribution to the local population warrants further exploration and highlights the impact of educational institutions on rural growth.

Comparative Analysis and Best Practices: Comparing Mannallal Sah Harijan High School Sakraili with other similar institutions in the region would offer valuable insights into best practices and areas for potential improvement. Further research could focus on comparing infrastructure, resources, and teaching methodologies.

Conclusion: Mannallal Sah Harijan High School Sakraili stands as a testament to the commitment to providing secondary education in a rural setting. The school’s strengths lie in its dedicated teachers, functional infrastructure, and commitment to the community. Areas for improvement, such as expanding the library’s resources and incorporating computer-aided learning, will undoubtedly further enhance the quality of education offered. The school’s ongoing success rests on continued community support and investment in its future development.

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