U.M.S. POKHARIYA

U.M.S. POKHARIYA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in BANKA block of BANKA 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 doesn’t 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 225 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. Pokhariya: A Rural Primary School in Bihar, India

U.M.S. Pokhariya is a government-run primary school located in the rural area of Banki block, Banka district, Bihar, India. Established in 1965, this co-educational institution serves students from Class 1 to Class 8, offering a primary and upper primary education. The school’s management falls under the Department of Education, ensuring adherence to government standards and curriculum.

The school’s infrastructure comprises a government building with six classrooms, all in good condition. While it lacks a boundary wall and electricity, the school provides essential facilities such as hand pumps for drinking water, separate functional toilets for boys and girls, and a library housing 225 books. The absence of a playground and computer-aided learning facilities indicates areas needing improvement. The instruction medium is Hindi.

The school boasts a dedicated staff of five teachers – four male and one female – who are committed to providing quality education to the students. Meals are provided and prepared on the school premises, ensuring that the children receive proper nourishment alongside their education. The school’s location makes it accessible via all-weather roads, making it convenient for students from the surrounding rural community to attend. The school’s academic year commences in April, aligning with the general educational calendar in the region.

The school’s commitment to providing education despite limited resources highlights the dedication of both the staff and the students. While there are clear areas that could benefit from upgrades, such as electrification and the addition of a playground, the school’s current facilities serve the basic educational needs of the students.

The absence of a computer lab and computers, despite the presence of a computer-aided learning program (currently non-functional), indicates a need for technological improvements to enhance the quality of education provided. The lack of a boundary wall is also a potential safety concern that should be addressed.

The school’s library, although small, demonstrates a commitment to fostering a love of reading and learning among the students. The 225 books provide a valuable resource to supplement the classroom curriculum and encourage self-directed learning.

The school’s status as a co-educational institution underscores its commitment to gender equality, providing an equal opportunity for both boys and girls to access quality education. The fact that mid-day meals are provided and prepared within the school premises highlights its focus on addressing the nutritional needs of its students.

The absence of ramps for disabled children reveals a need for greater inclusivity. The school should consider infrastructural improvements to ensure access for children with disabilities, allowing all students to participate fully in their education.

U.M.S. Pokhariya serves as a vital educational institution in its rural community, providing a foundation for learning and growth for its students. While there is room for improvement and modernization, the school’s current operation serves as a testament to the dedication of its staff and the community’s commitment to education. Improvements in infrastructure and technological resources would greatly enhance the school’s capacity to deliver a comprehensive education to the children of the Banki block.

The school’s management by the Department of Education ensures adherence to government standards and provides a pathway for accessing additional support and resources for future development and modernization. Continued investment and support would further strengthen U.M.S. Pokhariya’s capacity to deliver quality education, positively impacting the lives of its students and their future prospects.