U.M.S. KATHOUTIYA (S.C)

U.M.S. KATHOUTIYA (S.C) was established in 1987 and it is managed by the Department of Education. It is located in Rural area. It is located in BIHARIGANJ 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 6 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 No Boundary Wall 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 0 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. Kathoutiya (S.C): A Comprehensive Profile of a Rural Bihar Primary School

U.M.S. Kathoutiya (S.C), a government-run primary school in Bihar, India, offers a glimpse into the educational landscape of rural India. Established in 1987 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school’s rural location underscores the importance of its role in bridging the educational gap in underserved communities.

The school’s infrastructure comprises a government building housing six classrooms, all in good condition, suitable for effective teaching and learning. While lacking a boundary wall and playground, the school possesses a reliable source of drinking water—hand pumps—ensuring students’ hydration throughout the day. A noteworthy feature is the provision of a girls’ toilet, a crucial step in promoting hygiene and gender inclusivity. The school’s commitment to accessibility is evident in its provision of ramps for disabled students, highlighting its dedication to inclusive education.

The teaching staff comprises a dedicated team of eight teachers, five male and three female, fostering a balanced learning environment. Hindi serves as the medium of instruction, reflecting the local linguistic context. The school operates on a yearly academic calendar, commencing its sessions in April. The availability of mid-day meals, prepared on the school premises, significantly supports students’ nutritional needs and encourages regular attendance.

The school’s academic curriculum focuses on primary and upper primary education (Classes 1-8). The school utilizes the “Others” board for classes 10th and 10+2, suggesting a flexible approach to curriculum choices. Notably, the school does not offer a pre-primary section.

While the school lacks a computer lab and computers for teaching, the presence of electricity ensures a reliable learning environment. Similarly, the absence of a library indicates potential areas for future development and enhancement of the educational resources. The school’s lack of a dedicated head teacher suggests a need for strengthened leadership within the institution.

The school’s location in the BIHARIGANJ block of MADHEPURA district, with coordinates 25.73304410 latitude and 86.98774220 longitude, provides geographical context. The pin code, 852101, facilitates communication and identification. Despite lacking contact details such as a phone number or email address, the school’s physical presence and operational functionality remain significant for the community it serves.

The school’s establishment in 1987 signifies its long-standing role within the community. Its continued operation highlights its enduring value as an essential educational pillar in the rural landscape.

The information provided showcases U.M.S. Kathoutiya (S.C) as a functioning educational institution committed to basic education. The details highlight both its strengths, such as its inclusive design and provision of midday meals, and areas where improvements could be made, such as adding a library and computer lab.

Further investigation into the school’s operational details, leadership, and student outcomes would provide a more thorough understanding of its impact on the local community. The school’s commitment to providing education to a rural population deserves recognition and support.

The school serves as a microcosm of the challenges and triumphs of rural education in India. By addressing areas for improvement and leveraging existing strengths, U.M.S. Kathoutiya (S.C) can continue to provide valuable educational opportunities to its students. Continued investment in infrastructure, resources, and teacher training would significantly benefit the school and its students.