U.M.S. DILIYA

U.M.S. DILIYA was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in UDWANTNAGAR block of BHOJPUR 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 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 a library and has 40 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. DILIYA: A Comprehensive Profile of a Bihar Primary School

U.M.S. DILIYA, a government-run primary school in Bihar, India, stands as a vital educational institution serving the rural community of UDWANTNAGAR block in the BHOJPUR district. Established in 1995 under the Department of Education, the school provides a crucial learning environment for children in the area.

The school’s infrastructure comprises a pucca (permanent) building, housing four well-maintained classrooms dedicated to instruction. These classrooms facilitate the delivery of the curriculum to students in grades 1 through 8. The school’s physical facilities also include a functional library boasting a collection of 40 books, and importantly, separate, functional boys’ and girls’ toilets. Reliable hand pumps provide access to clean drinking water for the students and staff. Accessibility is further enhanced by ramps, ensuring inclusivity for students with disabilities. The school’s commitment to providing a supportive learning environment is also evident in the provision of midday meals, prepared and served on the school premises.

U.M.S. DILIYA operates as a co-educational institution, offering equal opportunities for boys and girls. The school’s teaching staff consists of 12 teachers, with a breakdown of 9 male teachers and 3 female teachers. Hindi serves as the primary language of instruction. The school’s operational schedule aligns with the standard academic calendar, beginning its sessions in April. The school’s rural location and its reliance on hand pumps highlight the challenges and realities of providing education in underserved areas.

Despite its location, the school demonstrates a strong commitment to quality education. Its robust infrastructure and well-defined teaching staff indicate a deliberate effort to maintain a functional learning space.

The provision of midday meals underscores the school’s concern for student well-being, addressing a crucial aspect of their overall development.

The school’s library, although small, represents a valuable resource for students, encouraging a love for reading and lifelong learning.

U.M.S. DILIYA showcases a dedication to inclusivity, evident in its provision of ramps for disabled students, guaranteeing equal access to education.

The school’s commitment to providing a safe and comfortable learning environment is exemplified by the availability of separate functional toilets for boys and girls, a crucial element of hygiene and safety.

The availability of clean drinking water through hand pumps is another key aspect of maintaining a healthy and productive learning environment.

The school’s management, under the Department of Education, highlights the government’s investment in the provision of quality primary education in rural areas. The absence of computer-aided learning facilities, however, suggests potential areas for future development and improvement. Future improvements could involve the addition of technology to the curriculum.

In conclusion, U.M.S. DILIYA serves as a vital educational institution in its rural community, providing a solid foundation for primary and upper primary education. While there’s room for growth and technological enhancement, the school’s dedication to providing a safe, inclusive, and supportive learning environment remains commendable. The school’s commitment to education and its impact on the community makes it a valuable asset to the region.