MS KADIRABAD GIRLS

MS KADIRABAD GIRLS was established in 1976 and it is managed by the Department of Education. It is located in Urban area. It is located in DARBHANGA URBAN block of DARBHANGA 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 1 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 168 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 Kadirabad Girls School: A Comprehensive Overview

MS Kadirabad Girls School, established in 1976, is a government-run primary and upper-primary school (grades 1-8) located in the urban area of Darbhanga, Bihar. Managed by the Department of Education, this co-educational institution plays a vital role in the community, providing education to students in a predominantly Hindi-speaking environment.

The school’s infrastructure comprises one classroom, ensuring a focused learning environment for its students. The building itself is government-owned and has a pucca but broken wall, highlighting the need for infrastructural improvements. While lacking electricity, the school does boast a library containing 168 books, fostering a love for reading among its students. The school also provides access to clean drinking water through functional hand pumps. Sanitary facilities include one boys’ toilet and one girls’ toilet, ensuring basic hygiene standards are met. The presence of ramps caters to students with disabilities, promoting inclusivity within the school.

Despite the challenges posed by the absence of electricity and a playground, the school compensates with a strong focus on education. Seven teachers—four male and three female—are dedicated to providing quality instruction. The school’s commitment to student welfare is further reflected in its provision of mid-day meals prepared on-site.

The school’s academic focus extends to classes 1 through 8, using Hindi as the primary medium of instruction. It operates within the framework of other boards for classes 10 and 10+2. The school is not residential, and there’s no pre-primary section attached. Furthermore, the school hasn’t shifted to a new location, emphasizing its established presence in the community.

The school’s location makes it accessible throughout the year, despite potential weather conditions. Classes commence in April, aligning with the typical academic calendar. The school’s management team works tirelessly to ensure a supportive learning environment for all students.

The absence of computer-aided learning facilities highlights an area where improvement is needed, representing a potential gap in modern educational resources. However, the school’s fundamental commitment to providing education in a resource-constrained environment is noteworthy. Dedicated teachers, a functional library, and basic amenities reflect the school’s efforts to provide a decent learning experience for its students.

The school’s location in Darbhanga Urban block, Darbhanga district, Bihar, places it within a specific geographical context. Its urban setting influences the student demographics and access to resources. Further details on precise location are unavailable due to missing latitude and longitude coordinates. Similarly, contact information such as phone number and email address is not accessible.

Future development for MS Kadirabad Girls School could involve upgrading facilities such as electricity provision, establishing a playground, and integrating computer-aided learning into the curriculum. These enhancements would significantly contribute to the overall learning experience and help the school compete with better-resourced institutions.

The school’s continued operation despite resource limitations showcases the dedication of its staff and community’s commitment to education. The available data provides a valuable insight into the operational dynamics of a typical government school in rural Bihar, highlighting both its strengths and areas that require attention and improvement. This information can be used for comparative analyses and strategic planning to improve educational infrastructure in similar settings.