U.M.S. MACHHRIYAWAN

U.M.S. MACHHRIYAWAN was established in 1955 and it is managed by the Department of Education. It is located in Rural area. It is located in DANIYAWAN block of PATNA 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 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 Pucca But Broken 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 no playground. The school has a library and has 105 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. Machhriyawan: A Rural Primary School in Bihar

U.M.S. Machhriyawan is a government-run primary school located in the rural DANIYAWAN block of PATNA district, Bihar, India. Established in 1955, the school is managed by the Department of Education and serves students from Class 1 to Class 8. Its code is 10281500501, and its unique identifier is 1097135.

The school’s infrastructure includes a Pucca (brick) building, though some parts are reported as broken. Despite lacking electricity and a playground, the school boasts eight classrooms, all in good condition, and a library containing 105 books. The provision of clean drinking water is ensured through functional hand pumps. Importantly, the school provides and prepares mid-day meals on its premises.

The school’s facilities also include two functional boys’ toilets and two functional girls’ toilets, ensuring basic sanitation for its students. Access for disabled children is facilitated by the presence of ramps. Instruction is primarily delivered in Hindi, and the school operates on a co-educational basis, welcoming both boys and girls. The school functions under the “Others” board for both Class 10 and Class 10+2 examinations.

Eleven teachers, comprising four male and seven female educators, deliver instruction. The school doesn’t have a pre-primary section and does not operate as a residential school. Its rural setting and its reliance on hand pumps for water highlight the challenges faced by the school while still providing quality education.

The school’s location in a rural area underscores the critical role it plays in providing education to children in underserved communities. Despite some infrastructural limitations, the availability of a library and the commitment to providing mid-day meals reflect a dedication to holistic child development.

The absence of computers and computer-aided learning highlights an area where potential improvements could significantly enhance the quality of education. Similarly, the lack of a playground presents an opportunity to improve the students’ overall well-being and physical activity levels. The school’s management and staff continuously strive to enhance the educational experience for its students, despite the inherent constraints.

The school’s commitment to providing a basic but functional learning environment is testament to the dedication of its teachers and staff. Their efforts contribute significantly to the educational advancement of children in the rural community. Continued investment and support could enable the school to address identified areas for improvement and further elevate its educational standards.

The availability of functional toilets for both boys and girls underscores a commitment to hygiene and sanitation, important factors for the overall well-being of the students. The provision of ramps for disabled children emphasizes the school’s inclusivity and commitment to providing accessible education for all students.

The absence of a pre-primary section suggests a potential area for future development, expanding educational opportunities for younger children in the community. The school’s reliance on the “Others” board for higher secondary education indicates a focus on providing a well-rounded education while adapting to the local context.

In conclusion, U.M.S. Machhriyawan serves as a vital educational institution in its rural community, providing a foundational education to children despite several infrastructural challenges. Continued support and development could further enhance the quality of education it offers and strengthen its position as a pillar of learning in the region.