U.M.S. CHANDSURI TOLA

U.M.S. CHANDSURI TOLA was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in CHOUSA 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 14 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 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. CHANDSURI TOLA: A Comprehensive Profile of a Bihar Primary School

U.M.S. CHANDSURI TOLA, a government primary school located in the rural heart of Bihar, stands as a testament to the enduring commitment to education in underserved communities. Established in 1963, this co-educational institution, managed by the Department of Education, serves students from Class 1 to Class 8, providing a foundational education within its 14 classrooms. The school’s infrastructure, while showing signs of age, remains functional, with a pucca but broken boundary wall and a reliable electricity connection. The school provides a mid-day meal prepared on its premises, ensuring students receive essential nourishment alongside their studies.

The school’s commitment to inclusive education is evident in its provision of ramps for disabled children, ensuring accessibility for all learners. Despite the lack of a library or playground, the school prioritizes its core educational mission, employing a dedicated teaching staff of 10, comprising 4 male and 6 female teachers. Instruction is delivered primarily in Hindi, catering to the linguistic needs of the local population. Clean drinking water, sourced from hand pumps, is readily available, fulfilling a critical need for hygiene and health.

The school’s facilities include separate functional boys’ and girls’ toilets, highlighting a focus on gender-sensitive sanitation. While the school does not boast computer-aided learning or a computer lab, its dedication to providing basic educational necessities remains unwavering. The absence of a pre-primary section reflects the school’s current focus on primary and upper-primary education.

The school’s location in the CHOUSA block of MADHEPURA district provides a clear geographical context. Its rural setting underscores the importance of its role in bringing educational opportunities to a community that might otherwise lack access. The school’s long history underscores its consistent contribution to the education of generations of students in the region.

The school’s management by the Department of Education highlights the state’s ongoing investment in basic education. The provision of educational resources and infrastructure, although modest, represents a significant commitment to the community. The school’s consistent operation over many decades demonstrates its resilience and importance to the local population.

The school’s lack of certain amenities, such as a library and playground, presents opportunities for future development and enhancement. Future improvements could focus on enriching the learning environment and providing additional resources that would better support the students’ holistic growth.

Despite its limitations, U.M.S. CHANDSURI TOLA’s commitment to providing quality education remains its primary focus. The dedicated teachers and the provision of essential facilities underscore the school’s valuable role in the community.

The school’s operational characteristics – its co-educational nature, its Hindi medium of instruction, and its provision of mid-day meals – demonstrate its responsiveness to the local context and its dedication to providing relevant and accessible education.

U.M.S. CHANDSURI TOLA’s continued operation signifies a commitment to education amidst resource constraints. The school’s story reflects the challenges and triumphs of providing quality education in rural areas.

Moving forward, assessing the long-term needs of the school, including potential upgrades to infrastructure and curriculum development, will be essential for ensuring its continued success in educating and empowering the next generation of students.