TEKLAL MAHTO H.S. SUGIA

TEKLAL MAHTO H.S. SUGIA was established in 1998 and it is managed by the Unrecognised. It is located in Rural area. It is located in MANDU block of RAMGARH district of Jharkhand. The school consists of Grades from 1 to 10. 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 Private building. It has got 8 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 No Boundary Wall 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 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has no library and has 0 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 Not Applicable providing mid-day meal.

Teklal Mahto H.S. Sugia: A Comprehensive Overview of a Rural Jharkhand School

Teklal Mahto H.S. Sugia, a private, co-educational school located in the rural areas of Ramgarh district, Jharkhand, India, offers a primary and secondary education (classes 1-10). Established in 1998, this unrecognised school plays a vital role in providing education to the community. Instruction is primarily in Hindi.

The school’s infrastructure includes eight classrooms in good condition, along with additional space for non-teaching activities and a dedicated room for the headmaster/teacher. A notable feature is the presence of a playground, offering recreational space for students. However, the school currently lacks a boundary wall and electricity connection. Drinking water is accessible through hand pumps. The school also boasts two functional girls’ toilets.

Staffing at Teklal Mahto H.S. Sugia comprises a dedicated team of seven male teachers and three female teachers, totaling ten educators. The school follows a unique academic calendar, commencing its sessions in April. Notably, the school does not operate a pre-primary section, nor does it offer computer-aided learning or a library.

The school’s management remains unrecognised, and it does not provide mid-day meals. Furthermore, the school is not residential in nature and has not been relocated to a new location. The school utilizes an “Others” board for both Class 10th and Class 10+2 examinations.

Accessibility to Teklal Mahto H.S. Sugia is ensured through an all-weather road. Despite its limitations in infrastructure and resources, the school perseveres in providing crucial educational opportunities to children in the rural areas. The lack of computer facilities, library, and boundary wall presents challenges, however, the school’s commitment to education is evident in its functioning despite these constraints.

Further development and improvement are vital to enhance the learning environment for students at Teklal Mahto H.S. Sugia. Securing electricity, constructing a boundary wall, establishing a library with educational resources, and introducing computer-aided learning are significant steps toward improving the quality of education provided.

The school’s contribution to the community is undeniable. It serves as a crucial educational hub in a rural setting, providing access to primary and secondary education, bridging the gap in educational opportunities for many children. The dedicated staff continues to contribute significantly to the growth and development of the students.

Addressing the identified infrastructure gaps will significantly uplift the school’s functionality and contribute to a more enriching learning environment. The establishment of a library, implementation of computer-aided learning, and provision of additional facilities would significantly enhance the educational experience for students.

Initiatives to improve the facilities at Teklal Mahto H.S. Sugia would not only improve the learning environment for the students but also contribute to the overall development of the community it serves. Support from various stakeholders, including government agencies, NGOs, and private donors, can play a significant role in transforming this rural school.

The school’s dedication to education in a challenging environment highlights the importance of providing support and resources to rural educational institutions. The ongoing efforts of the staff are commendable, and investment in infrastructure development will undoubtedly yield positive results for the students and community.

In conclusion, Teklal Mahto H.S. Sugia represents a vital educational institution in a rural setting, facing challenges but steadfast in its commitment to provide education. Improvements in infrastructure and resources are key to enhancing its capabilities and creating a better learning environment for the students. Further attention and support will allow the school to reach its full potential.