UPGRADED M.S. DUBAHA

UPGRADED M.S. DUBAHA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in MOHIUDDIN NAGAR block of SAMASTIPUR 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 6 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 0 boys toilet and it is functional. and 5 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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.

Upgraded M.S. Dubaha: A Comprehensive Profile of a Bihar Primary School

Upgraded M.S. Dubaha, a government-run primary school in Bihar, India, stands as a testament to the ongoing efforts to improve educational infrastructure and access in rural communities. Established in 1965 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journey.

The school’s infrastructure, while showing signs of age, remains functional. The six classrooms are described as being in good condition, suggesting a commitment to maintaining a suitable learning environment. The presence of a library, stocked with 200 books, underscores the school’s dedication to fostering a love of reading and learning beyond the standard curriculum. Further enhancing the learning environment is a functional playground, providing a valuable space for recreation and physical activity.

The school’s commitment to providing a safe and supportive environment is evident in the availability of five functional girls’ toilets. Reliable access to clean drinking water is ensured through functional hand pumps, addressing a critical need for hygiene and health. Furthermore, the school’s accessibility is improved by ramps for disabled children, enabling inclusive participation in education.

The teaching staff comprises eleven teachers, seven male and four female, dedicated to imparting knowledge and skills to the students. The school follows a Hindi medium of instruction, aligning with the local language and ensuring effective communication. Meals are provided and prepared on school premises, addressing the nutritional needs of the students and alleviating concerns about food security.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to children who may otherwise lack access to quality schooling. Its status as a primary school with upper primary classes (1-8) indicates its comprehensive educational offering, laying a robust foundation for students’ future academic pursuits. The school building, while described as “Pucca But Broken,” signifies a need for potential future maintenance and renovations to ensure long-term stability.

The “Others” designation for Class 10 and Class 10+2 boards suggests a flexibility in educational pathways, potentially accommodating diverse student aspirations and future educational goals. The absence of computer-aided learning and computers is a noteworthy aspect, suggesting potential areas for improvement and modernization to enhance teaching methodologies and skill development.

The availability of electricity, a crucial modern amenity, contributes positively to the learning environment, facilitating the use of educational tools and resources. The school’s non-residential nature simplifies management while focusing resources on providing effective classroom instruction. The school’s established presence in the community signifies its importance as a hub for learning and development, nurturing future generations in the rural landscape.

The school’s physical characteristics and available resources illustrate its commitment to education, despite facing challenges that are common in rural settings. Continued investment and support would enhance its capacity to deliver even higher-quality education.

Upgraded M.S. Dubaha’s dedicated staff, sufficient classrooms, and essential amenities work together to create a functional learning environment for its students. Its location in a rural area highlights the essential role it plays in providing access to education for children who might otherwise be disadvantaged.

Overall, Upgraded M.S. Dubaha represents a valuable educational resource within its community, serving as a cornerstone for learning and growth. Continuous improvement and support will further enhance its capabilities and contribute to the broader goal of providing quality education in rural areas of Bihar.