U M S JARAHI

U M S JARAHI was established in 1964 and it is managed by the Department of Education. It is located in Rural area. It is located in ROSERA 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 7 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 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 350 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.

U M S JARAHI: A Comprehensive Profile of a Rural Bihar Primary School

U M S JARAHI, a government-run primary school in the Rosera block of Samastipur district, Bihar, stands as a testament to rural education in India. Established in 1964, this co-educational institution caters to students from Class 1 to Class 8, offering a vital educational foundation for the community. Its rural location underscores its significance in providing access to learning in a less-developed area.

The school’s infrastructure comprises a government building with seven classrooms, all maintained in good condition. The school’s dedication to learning is further evidenced by its library, which houses an impressive 350 books. Access to clean drinking water is ensured through functional hand pumps, highlighting the school’s commitment to the well-being of its students. Importantly, ramps are available, ensuring accessibility for students with disabilities. While the school lacks a boundary wall and a playground, these aspects do not diminish its core educational mission.

The school’s teaching staff consists of 15 teachers, with 5 male and 10 female educators. The instruction medium is Hindi, reflecting the local language and cultural context. The school operates as a full-day institution providing mid-day meals prepared on-site. Meals are a critical support for students, ensuring they receive adequate nutrition to focus on their studies.

The school’s academic structure follows a primary with upper primary curriculum (classes 1-8). The school’s management is under the Department of Education, signifying its role within the state’s education system. With electricity available, the school’s facilities are improved further. The absence of computer-aided learning and computers highlights potential areas for future development and resource allocation.

The school’s information does not detail its head teacher or specific details about the boards for class 10 and 10+2. However, the readily available data points towards a school functioning within the system, providing education to children in the rural setting. The school’s geographical coordinates (latitude: 25.75678570, longitude: 86.02746220) and pin code (848211) provide crucial location details for further research and engagement.

One girls’ toilet is available, ensuring some level of sanitary facilities. The lack of boys’ toilets, however, presents an area requiring immediate attention and resource allocation for the school’s improvement. The school’s commitment to inclusive education is demonstrated through the presence of ramps for disabled students.

The school operates in a rural area, accessible via all-weather roads, indicating relative ease of access for students and staff. The academic session begins in April, in line with the typical academic calendar in India.

The data highlights both the strengths and areas for improvement at U M S JARAHI. While the school provides foundational education, access to technology and improved sanitary facilities would further enhance the learning environment. The school’s ongoing operation showcases its importance to the community and the wider educational network.

In conclusion, U M S JARAHI serves as a valuable educational resource for a rural community in Bihar. Its commitment to providing education despite its limited resources highlights the importance of continued support for rural schools. Focusing on improving infrastructure and adding technological resources would significantly enhance the quality of education provided. Further investment would elevate the school’s ability to provide a complete and fulfilling education.

This detailed profile of U M S JARAHI provides a comprehensive understanding of the school’s resources, challenges, and contributions to the education landscape in rural Bihar. The information presented facilitates targeted initiatives for improvement and sustained growth, ensuring quality education continues for future generations.