U.M.S.CHAKKA

U.M.S.CHAKKA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in SINGHIA block of SAMASTIPUR 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 3 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 a library and has 265 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.CHAKKA Primary School: A Profile

U.M.S.CHAKKA, a government-run primary school in Bihar, India, offers a glimpse into rural education. Established in 1965, this co-educational institution serves students from Class 1 to Class 8, providing a crucial educational foundation for the community. The school’s management falls under the Department of Education, reflecting its commitment to public service.

The school’s location in the rural Singhara block of Samastipur district underscores its role in bridging the educational gap in underserved areas. The school’s infrastructure includes three classrooms, ensuring adequate space for instruction. A key feature is the school’s library, containing 265 books, which provides vital resources to supplement classroom learning. The availability of hand pumps ensures a reliable source of drinking water for students and staff. Importantly, ramps for disabled children are present, promoting inclusivity and accessibility. The school building, though lacking a boundary wall, benefits from an electricity connection, facilitating modern teaching methods.

The school’s academic structure is built upon a Hindi medium of instruction, reflecting the local language and cultural context. The teaching staff comprises a dedicated team of seven teachers, including two male and five female teachers. A head teacher, Amrendra Kumar, leads the institution, providing experienced guidance and leadership. The school’s commitment to providing meals underscores its dedication to ensuring students’ well-being, while its ‘Others’ board affiliation for classes 10 and 10+2 indicates a flexible approach to curriculum choices.

While lacking a computer-aided learning lab and a playground, the school’s focus is on fundamental education, utilizing its resources effectively within its limitations. The absence of a pre-primary section and the lack of computers highlights areas for potential future development and enhancement. The school’s rural setting and its reliance on hand pumps for water showcase the everyday challenges faced by educational institutions in less developed areas.

Despite these challenges, the school provides a critical service to the community, offering essential primary and upper primary education. The existing infrastructure, combined with dedicated teaching staff, demonstrates the school’s commitment to providing quality education in the region. The school’s long history – spanning over half a century – underlines its resilience and persistent role in educating future generations.

The school’s geographic coordinates (25.84121190 latitude, 86.16059940 longitude) and pincode (848206) provide easy access to its location for interested individuals. Although contact information like phone number and email address is not currently available, the school’s visible presence in the community signifies its significance.

The school’s single girls’ toilet indicates a focus on hygiene and sanitation, while the absence of a boys’ toilet highlights a significant area where improvement is needed. This underscores the ongoing necessity for continued investment in educational infrastructure and facilities.

The school’s dedication to providing a mid-day meal, prepared within the school premises, showcases a commitment to addressing students’ nutritional needs. The school’s rural location presents particular logistical challenges that necessitate efficient management and community support.

In summary, U.M.S.CHAKKA Primary School functions as a vital community asset, providing fundamental education in a rural setting. Despite lacking certain facilities, the school demonstrates a strong commitment to its students’ education and well-being. Future development and investment in areas such as computer-aided learning and playground facilities could further enhance the educational experience.

The absence of certain amenities highlights the ongoing need for improved infrastructure in rural schools across India. U.M.S.CHAKKA’s story underscores the importance of community involvement and continuous investment in educational resources to ensure equitable access to quality education for all.