U.M.S. DURGAPATTI

U.M.S. DURGAPATTI was established in 1958 and it is managed by the Department of Education. It is located in Rural area. It is located in HARLAKHI block of MADHUBANI 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 13 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 300 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. DURGAPATTI: A Comprehensive Profile of a Rural Bihar Primary School

U.M.S. DURGAPATTI, a government-run primary school in Bihar, India, stands as a testament to the ongoing efforts to provide education in rural communities. Established in 1958 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys. The school’s commitment to providing quality education is evident in its various features and resources.

The school boasts 13 well-maintained classrooms, ensuring ample space for effective learning. The infrastructure includes a functional library stocked with 300 books, providing students with valuable resources beyond the classroom. The provision of hand pumps guarantees access to clean drinking water, a vital necessity for maintaining the students’ health and well-being. Furthermore, the school building is equipped with separate boys’ and girls’ toilets, demonstrating a commitment to hygiene and inclusivity. The presence of a pucca boundary wall and reliable electricity supply further enhances the overall learning environment.

The school’s faculty comprises nine teachers – three male and six female – dedicated to nurturing the intellectual growth of their students. Hindi serves as the primary medium of instruction, allowing for effective communication and comprehension. The school operates within a rural setting, serving the community of HARLAKHI block in MADHUBANI district. The management operates under the Department of Education, reflecting the government’s investment in basic education.

Accessibility is ensured through the school’s all-weather road approach, ensuring students can attend regardless of weather conditions. The school’s commitment to its students extends to the provision of midday meals, prepared and served on-site, alleviating concerns about nutrition and ensuring students have the energy to concentrate on their studies. The school’s academic offerings encompass a comprehensive primary and upper primary curriculum.

The school’s design incorporates ramps for disabled children, signifying an inclusive approach to education. While the school currently lacks a playground and computer-aided learning facilities, the available resources demonstrate a commitment to providing a functional and supportive environment for learning. The absence of a pre-primary section indicates a focus on primary and upper primary education. The school’s management has clearly prioritized providing the fundamental necessities for a successful educational experience.

The school’s affiliation with the “Others” board for both Class 10 and Class 10+2 examinations reflects its unique positioning within the educational landscape of Bihar. This might indicate a tailored curriculum or unique assessment pathways. The school’s long-standing presence in the community speaks to its enduring role in the educational development of the region. The information provided highlights the core features of U.M.S. DURGAPATTI, providing a clear and concise picture of the school’s resources, facilities, and academic structure.

This detailed profile of U.M.S. DURGAPATTI underscores the efforts to establish and maintain educational infrastructure in rural areas. The school’s dedication to providing a supportive environment, combined with its focus on fundamental academic needs, highlights its significant contribution to the community’s educational progress. It serves as a valuable resource for those seeking information about educational opportunities in the region.

The data presented offers a snapshot of U.M.S. DURGAPATTI’s current state. It reveals areas of strength, such as its well-maintained infrastructure and dedicated teaching staff, alongside areas for potential future development, such as the addition of a computer lab and playground. The information is valuable for stakeholders interested in the school’s operation and development.

Further research and analysis would enhance this profile. Gathering data on student performance, teacher qualifications, and community engagement would provide a more comprehensive understanding of the school’s overall impact. This additional information would strengthen the narrative and provide a more robust assessment of U.M.S. DURGAPATTI’s contribution to education in rural Bihar.

The detailed information on the school’s physical infrastructure, staffing, and academic structure contributes significantly to transparency and accountability. This information is essential for effective resource allocation and educational planning within the district and state. Such detailed profiles are crucial for monitoring the progress of education initiatives aimed at improving access to quality education in underserved areas.

Finally, U.M.S. DURGAPATTI serves as an example of the challenges and successes experienced in providing education in rural India. The profile highlights the importance of ongoing support and investment in rural schools to ensure equitable access to quality education for all children. The information presented provides a valuable foundation for future improvements and strategic planning for the school and similar institutions across the region.