U.M.S.TENGHARA UTTRI TOLA

U.M.S.TENGHARA UTTRI TOLA was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in BARHAT block of JAMUI 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 420 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. Tenghara Uttri Tola: A Comprehensive Profile of a Bihar Primary School

U.M.S. Tenghara Uttri Tola, a government-run primary school in the rural heartland of Bihar, stands as a testament to educational access in a developing community. Established in 2001 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, playing a vital role in shaping young minds. The school’s location in the Barhat block of Jamui district places it within a context of diverse needs and challenges common to rural Indian education.

The school’s infrastructure, while modest, is functional. Three classrooms provide the space for learning, supported by a library boasting a collection of 420 books, fostering a love for reading. The availability of a playground encourages physical activity and social interaction, crucial elements in a child’s holistic development. Clean drinking water, provided by hand pumps, ensures the health and well-being of students throughout the school day. Separate boys and girls toilets further contribute to a safe and hygienic environment.

The teaching staff comprises six male teachers and one female teacher, a total of seven educators dedicated to imparting knowledge and nurturing potential. Hindi serves as the medium of instruction, aligning with the local linguistic context. The school operates within a standard academic calendar, commencing its sessions in April, reflecting the broader educational norms of the region. The school’s “Others” board affiliation for class 10 and 10+2 indicates a focus on local curriculum adaptation and examination boards.

The absence of a pre-primary section and computer-aided learning facilities highlights areas for potential future development and expansion. While the school lacks a boundary wall and computers, its commitment to providing mid-day meals underscores the importance placed on students’ nutritional needs. The provision of meals within the school premises assures consistent nourishment and encourages regular attendance.

The school’s government-owned building and functional facilities demonstrate a commitment to providing a basic level of educational infrastructure. However, the lack of a boundary wall presents a potential area for security improvements. The absence of ramps for disabled children signifies a need for greater inclusivity and accessibility in future infrastructural upgrades.

The school’s rural setting presents both opportunities and challenges. While close proximity to the community facilitates engagement with local needs, it also necessitates consideration of resource limitations and the particular needs of a rural student population. The school’s continued success depends on ongoing support, infrastructure enhancements, and teacher training.

The details reveal a functioning educational center striving to provide quality education within its resource constraints. The focus on providing meals underscores a holistic approach to education, recognizing the importance of nutrition for effective learning.

Further investment in technology, infrastructure, and teacher development would undoubtedly strengthen U.M.S. Tenghara Uttri Tola’s ability to meet the evolving needs of its students and the community it serves. The school’s commitment to providing a functional education in a rural setting is noteworthy and deserves recognition.

The information provided offers a valuable insight into a typical rural primary school in Bihar, highlighting both its strengths and areas requiring further attention. This profile acts as a vital component in understanding the diverse educational landscape of India and the challenges and triumphs within its rural educational system.

Finally, the school’s continued operation and its dedication to educating children from the community speak volumes about the importance of education in even the most resource-constrained environments. Further support and investment could significantly enhance the school’s capacity and contribute to the betterment of the community.