U.M.S. HANUMANNAGAR URDU

U.M.S. HANUMANNAGAR URDU was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in BABUBARHI 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. Urdu 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 8 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 Partial 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 125 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. Hanummanagar Urdu School: A Comprehensive Overview

U.M.S. Hanummanagar Urdu School, a government-run institution established in 1962, serves the rural community of Babubarhi block in Madhubani district, Bihar. Operating under the Department of Education, this co-educational primary and upper primary school caters to students from Class 1 to Class 8. The school’s primary medium of instruction is Urdu, fostering a unique learning environment.

The school’s infrastructure includes a government-provided building with eight well-maintained classrooms, ensuring adequate space for learning activities. Beyond classrooms, the school provides two boys’ toilets and two girls’ toilets, emphasizing hygiene and sanitation. A functional playground and a library stocked with 125 books enrich the students’ overall educational experience. Hand pumps provide a reliable source of drinking water, addressing a crucial need for students and staff.

The school’s commitment to accessibility is evident in its provision of ramps for disabled children, promoting inclusivity in education. The school’s curriculum, designed to cover classes from 1 to 8, follows the Others board for Class 10 and Class 10+2, demonstrating flexibility and adaptability in its educational approach.

The dedicated teaching staff comprises two male teachers and three female teachers, fostering a collaborative and nurturing learning environment. The school’s meal program, where meals are provided and prepared on the school premises, ensures that students receive proper nourishment, contributing significantly to their overall well-being and academic performance. The absence of a pre-primary section, as well as the lack of electricity and a partial boundary wall, presents areas for potential improvement and future development.

The school’s location in a rural setting highlights its vital role in providing accessible education to underserved communities. Its dedication to providing a comprehensive learning experience, encompassing academics, extracurricular activities, and essential facilities like toilets, drinking water and a playground, underscores its commitment to holistic child development.

While the school does not have computers or a computer-aided learning lab, the presence of a library and playground suggests a balanced approach to education, integrating both academic and recreational aspects. The school’s management under the Department of Education ensures its adherence to established educational standards and guidelines.

The school’s long history (since 1962) testifies to its continuous service to the community, adapting to the changing needs of its students over the years. The absence of a school residential facility indicates a focus on daytime education, while the lack of a head teacher is an area requiring further attention.

The school’s physical infrastructure, including the partially completed boundary wall and lack of electricity, presents opportunities for improvement and potential future development projects to enhance the overall learning experience for its students.

The combination of Urdu instruction, a dedicated teaching staff, and fundamental facilities makes U.M.S. Hanummanagar Urdu School a vital part of its community. Future development focusing on technology integration and infrastructure improvements would further enhance its educational capacity.

Further information about the school’s specifics can potentially be found through contacting the Department of Education in Madhubani district, Bihar. This detailed account provides a comprehensive insight into the functions, facilities, and future prospects of U.M.S. Hanummanagar Urdu School, underscoring its essential role in providing education to a rural community.