NMS UMARIA

NMS UMARIA was established in 2001 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KARANJIA block of DINDORI district of Madhya Pradesh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 3 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 Well 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 440 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.

NMS UMARIA: A Rural Upper Primary School in Madhya Pradesh

NMS UMARIA is a government-run upper primary school located in the village of UMARIA, falling under the KARANJIA block of DINDORI district in Madhya Pradesh. Established in 2001, this co-educational school provides education for students in grades 6 to 8.

The school is situated in a rural area and is accessible by road regardless of weather conditions. Classes commence in April, and the school’s medium of instruction is Hindi.

NMS UMARIA boasts a functional library stocked with 440 books, providing students with valuable resources for learning. The school building features three classrooms in good condition, as well as two additional rooms for non-teaching activities. A separate room is designated for the head teacher.

While NMS UMARIA has a pucca but broken boundary wall, it lacks access to electricity. The school’s source of drinking water is a well, ensuring access to clean water for students and staff.

Facilities for Students:

NMS UMARIA prioritizes the well-being of its students by providing them with functional toilet facilities. There is one boys’ toilet and one girls’ toilet, both operational and maintained for student use. The school, however, lacks a designated playground for recreational activities.

Teaching Staff and Resources:

The school employs a dedicated team of three teachers, comprising two male teachers and one female teacher. Despite the lack of a computer lab or computer-aided learning facilities, NMS UMARIA emphasizes practical learning by providing midday meals prepared on school premises.

Management and Focus:

Managed by the Tribal/Social Welfare Department, NMS UMARIA plays a vital role in providing education to students in a rural setting. The school’s focus on delivering quality education through a dedicated teaching staff, a well-maintained library, and necessary facilities, makes it a valuable asset to the community.

Community Impact:

NMS UMARIA contributes to the development of the community by fostering a love for learning in its students. The school provides a safe and accessible environment for students to acquire knowledge and develop their skills, preparing them for a brighter future.

Further Development:

The school’s lack of electricity and computer facilities presents opportunities for improvement. The addition of these resources would enhance the learning experience and open up new avenues for student engagement.

Conclusion:

NMS UMARIA stands as a beacon of education in a rural setting. Its dedicated staff and commitment to providing quality education make it a valuable resource for the community. As the school continues to develop, it is poised to play an even greater role in shaping the lives of future generations.