GIRLS M.S. PARDA

GIRLS M.S. PARDA: A Profile of a Bihar Primary School

GIRLS M.S. PARDA, a government-run primary school in Bihar, India, stands as a testament to the ongoing efforts to provide education to girls in underserved areas. Established in 1928, the school serves the urban community of ARA block, BHOJPUR district, with a rich history of educating young women.

The school's infrastructure includes a pucca (permanent) building housing 10 classrooms, all in good condition. While the school lacks electricity and a playground, it does offer a functional hand pump providing clean drinking water, a crucial factor in maintaining hygiene and student health. Importantly, the school features a single, functional girls' toilet, ensuring a degree of sanitation for its female students. The presence of ramps for disabled access showcases a commitment to inclusivity.

GIRLS M.S. PARDA offers instruction from Class 1 to Class 8, with Hindi as the medium of instruction. The school's teaching staff consists of a total of 13 teachers, comprised of 12 female teachers and one male teacher. The dedicated teaching staff, along with the midday meal program provided and prepared on-site, create a supportive environment for learning and development.

The school's management falls under the Department of Education, a crucial indicator of its official recognition and support. Its operating model demonstrates the government's commitment to providing essential education services, particularly for girls, in the region. The school's location on an all-weather road ensures accessibility throughout the year.

While the school lacks some amenities, such as a library, computer facilities, and computer-aided learning, its existence speaks volumes about the importance of education in the community. The dedicated teaching staff, along with access to essential resources like water and sanitation, work toward ensuring a positive learning environment.

The school's history, dating back to 1928, shows its long-standing contribution to female education. Its persistent operation, despite limited resources, highlights its resilience and the dedication of its staff. Efforts to enhance its facilities and resources would greatly benefit the students and further bolster its positive impact on the community.

The school's operational model includes a clear emphasis on the education of girls. This focus is critical in a region where female education may face greater challenges. The school's commitment to inclusivity, demonstrated by the inclusion of ramps for students with disabilities, sets a positive example.

The dedicated teaching staff represents a key strength of GIRLS M.S. PARDA. The commitment of the 13 educators, with a significant female representation, shows the importance of their work in promoting girls' education. This human element is crucial for the success of the school and its positive influence on the community.

The school’s location within an urban area provides it with advantages in terms of potential accessibility to resources and community engagement. Its situation within the ARA block of BHOJPUR district places it within a readily identifiable location, enhancing its visibility and potential for increased support. Its identification as a girls' school further emphasizes its specific role within the broader educational landscape of Bihar.

In conclusion, GIRLS M.S. PARDA exemplifies the ongoing efforts to provide education to girls in Bihar. While challenges remain regarding infrastructure and resource limitations, its dedicated staff, functional amenities, and commitment to inclusivity represent a positive force in the community. Its long history demonstrates its resilience and underlines the importance of continued support to enhance its facilities and resources. Its ongoing contributions make it a vital part of the educational fabric of Bihar.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.