U.M.S TERASI

U.M.S TERASI was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in MURLIGANJ block of MADHEPURA 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 4 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 Hand Pumps 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 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 Provided and Prepared in School Premises providing mid-day meal.

U.M.S Terasi: A Rural Primary School in Bihar, India

U.M.S Terasi is a government-run primary school located in the MURLIGANJ block of MADHEPURA district, Bihar, India. Established in 1960, this co-educational institution serves students from Class 1 to Class 8, offering a crucial educational foundation to the rural community it serves. The school’s management falls under the Department of Education, reflecting its commitment to providing basic education to children in the area.

The school’s infrastructure consists of a government-owned building with four classrooms, all in good condition. While the school lacks a library and playground, it does provide access to drinking water through hand pumps, a vital resource in a rural setting. Importantly, ramps are in place to ensure accessibility for disabled children, demonstrating a commitment to inclusivity. The school building itself features a pucca but broken boundary wall.

The school’s teaching staff comprises five male teachers and two female teachers, totaling seven educators dedicated to providing quality education. Hindi serves as the primary language of instruction. The school’s academic year commences in April, aligning with the broader educational calendar in India.

The school provides midday meals, prepared and served within the school premises, addressing the nutritional needs of its students. This initiative is crucial in supporting students’ attendance and overall well-being, especially in a region where food security can be a challenge. The meals play a significant role in ensuring students are adequately nourished to participate fully in their education.

While the school lacks modern amenities such as computers and computer-aided learning facilities, and does not have electricity, the existing infrastructure and the dedication of its teaching staff continue to serve the community effectively.

The absence of a library and playground indicates potential areas for future improvement and investment. These additions would significantly enhance the learning environment and provide opportunities for extracurricular activities, contributing to the holistic development of the students.

The school’s commitment to accessibility, as demonstrated by the ramps for disabled children, sets a positive example for inclusive education. The provision of basic amenities like drinking water and midday meals is vital in ensuring the school remains a safe and supportive space for students from all backgrounds.

The school’s rural location necessitates continued support and resource allocation to improve its facilities and educational offerings. Efforts to equip the school with technology and expand its resources would positively impact its educational standards and the overall development of its students.

The school’s longevity and continued operation since 1960 highlight its enduring importance to the community. This serves as a testament to the resilience of the teaching staff and the community’s dedication to education despite limited resources.

U.M.S Terasi, despite its challenges, stands as a testament to the dedication to providing primary education in rural India. Future investment and upgrades to its infrastructure and resources could further enhance the quality of education it offers, empowering its students and contributing to the development of the wider community.