MS BEHRAKUDAR

MS BEHRAKUDAR was established in 1951 and it is managed by the Department of Education. It is located in Rural area. It is located in BAGHMARA block of DHANBAD district of Jharkhand. The school consists of Grades from 1 to 10. 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 9 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 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 no playground. The school has a library and has 149 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.

MS Behrakudar: A Comprehensive Profile of a Rural Jharkhand School

MS Behrakudar, a government-run primary and secondary school (grades 1-10), stands as a vital educational institution in the rural landscape of Jharkhand, India. Established in 1951 under the Department of Education, it serves the Baghmara block of Dhanbad district. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure includes a pucca (permanent) but currently broken building, housing nine classrooms suitable for instruction. While lacking electricity, the school provides a functional hand pump for drinking water, ensuring students’ basic needs are met. The presence of a library with 149 books signifies a dedication to fostering a love of learning. Importantly, ramps for disabled children ensure accessibility for all students.

A total of seven teachers – three male and four female – dedicate their time and expertise to educating the students. The school offers a co-educational environment, catering to both boys and girls, and provides meals prepared on the school premises. The medium of instruction is Hindi, reflecting the local linguistic context.

The school’s academic structure encompasses grades 1 through 10, with the 10th-grade students following the State Board curriculum. While the school doesn’t have a pre-primary section, its commitment to comprehensive education is clear. The absence of a playground is noted. The school is not a residential school, nor does it use its building for shift classes. Additionally, the school is easily accessible via all-weather roads.

The school’s management operates under the Department of Education, ensuring adherence to government standards and policies. The school’s facilities include one boys’ toilet and one girls’ toilet, both functional, further emphasizing the school’s dedication to providing essential amenities for its students.

The lack of computer-aided learning and computers is a point of potential improvement for the school. However, the presence of a library, functional toilets, and the commitment of the teaching staff underline the school’s efforts to provide quality education despite resource limitations. The school’s location in a rural setting highlights its significance in delivering educational opportunities to students who might otherwise lack access.

The school’s history underscores its long-standing presence in the community. Established over seven decades ago, it has adapted to changing needs and continues to serve as a cornerstone of education in its region. The school’s commitment to providing a safe and accessible learning environment, despite infrastructure challenges, highlights its dedication to the students under its care.

Further development could focus on upgrading infrastructure, including repairing the boundary wall, establishing an electricity connection, and creating a playground. The addition of computers and computer-aided learning resources would further enhance the school’s educational capabilities and prepare students for the digital age.

MS Behrakudar’s story reflects the ongoing effort to provide quality education in rural areas. By focusing on improving its facilities and resources, the school can further its commitment to empowering its students and fostering their academic success. Its history and present challenges are a testament to the resilience and dedication of those involved in providing education to the next generation.

The school’s accessible location, coupled with its dedicated staff and available resources, positions it as a key component in the local educational landscape. Ongoing support and development could transform MS Behrakudar into an even more effective and enriching educational institution for the children of Baghmara.