UPGRADED M.S. KHARASIN

UPGRADED M.S. KHARASIN was established in 1938 and it is managed by the Department of Education. It is located in Rural area. It is located in SONBHADRA BANSI SURAJPUR block of ARWAL 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 317 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. KHARASIN: A Comprehensive Profile of a Bihar Primary School

UPGRADED M.S. KHARASIN, a government-run primary school in Bihar, stands as a testament to the enduring commitment to education in rural India. Established in 1938, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys. Its location in the rural SONBHADRA BANSI SURAJPUR block of ARWAL district underscores its vital role in providing educational opportunities in underserved communities.

The school’s infrastructure reflects both its history and ongoing needs. Housed in a government building, it boasts 16 classrooms, ensuring ample space for its students. The presence of a functional library, stocked with 317 books, demonstrates a commitment to fostering a love of reading and learning beyond the classroom. Further emphasizing its commitment to student well-being, the school provides mid-day meals, prepared on-site, ensuring students receive proper nourishment to support their academic pursuits.

While the school boasts a functional library and provides mid-day meals, some aspects require attention. The school currently lacks a playground, limiting opportunities for physical activity and recreation. The absence of computer-aided learning facilities and computers highlights a need for technological upgrades to enhance the learning experience and prepare students for the digital age. Although electricity is available, its non-functional status presents a significant challenge, impacting teaching and learning, particularly during evening hours.

The school’s teaching staff comprises 14 educators, with 5 male and 9 female teachers, reflecting a balanced gender representation within the faculty. The instruction medium is Hindi, aligning with the local linguistic context and ensuring accessibility for the student population. The school’s management falls under the Department of Education, signifying its integration within the state’s educational framework. The school’s partially constructed boundary wall warrants attention to ensure the safety and security of its students and staff. Access to clean drinking water is ensured through functional hand pumps. Ramps are available to ensure accessibility for disabled students, demonstrating a commitment to inclusive education.

The school’s academic offerings are tailored to the primary and upper primary levels, providing a comprehensive educational foundation for its students. While not currently offering pre-primary classes, its focus on classes 1 through 8 reflects a dedication to providing essential foundational learning. The school’s adherence to the “Others” board for class 10 and 10+2 signifies its unique position within the educational landscape, potentially reflecting local curriculum adaptations or specializations.

UPGRADED M.S. KHARASIN’s enduring legacy, spanning nearly a century, is a testament to the importance of education in the region. However, improvements in infrastructure, technology, and resource allocation could further enhance the learning environment and prepare students for future success.

The school’s commitment to providing a functional learning space, despite resource limitations, is noteworthy. The presence of separate boys’ and girls’ toilets emphasizes its dedication to providing a safe and hygienic environment for all students.

The school’s rural setting highlights its pivotal role in bridging the educational gap in underserved communities. Continued support and investment in UPGRADED M.S. KHARASIN will ensure its ongoing contribution to the educational advancement of its students and the community it serves.

The information provided showcases the school’s strengths and areas for improvement, offering a holistic understanding of its operations and impact. Further investment in infrastructure, technology, and teacher training would undoubtedly enhance the quality of education provided at UPGRADED M.S. KHARASIN.

This profile provides a detailed overview of UPGRADED M.S. KHARASIN, highlighting its historical significance, current status, and potential for growth. Its continued operation underscores the importance of accessible and inclusive education in rural areas.