U/M//S PIRGANJ URDU

U/M//S PIRGANJ URDU was established in 1968 and it is managed by the Department of Education. It is located in Rural area. It is located in KISHANPUR block of SUPAUL 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 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 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 Pirganj Urdu School: A Comprehensive Profile

U/M//S Pirganj Urdu School, a government-run institution established in 1968, serves the rural community of Kishanpur block in Supaul district, Bihar. Operating under the Department of Education, this co-educational primary and upper primary school (classes 1-8) plays a vital role in the local education landscape. The school’s commitment to providing quality education is evident in its dedicated teaching staff and the mid-day meal program it offers.

The school boasts eight classrooms, ensuring ample space for its students. The availability of separate boys’ and girls’ toilets highlights the school’s commitment to providing a safe and inclusive environment. Importantly, ramps for disabled students ensure accessibility for all learners. The school’s infrastructure, while lacking a boundary wall and electricity, benefits from access to functional hand pumps for drinking water.

The teaching staff comprises a dedicated team of four male and five female teachers, totaling nine educators. The instruction medium is Hindi, catering to the local linguistic context. The school follows a standard academic calendar, with the academic session commencing in April. The school’s administrative structure, while lacking a designated head teacher, operates efficiently to deliver its educational mandate.

Despite lacking amenities like a computer lab, library, and playground, the school prioritizes core educational needs. The absence of these facilities underscores the need for further infrastructural development and resource allocation to enhance the overall learning experience for students. The school’s management actively seeks improvements to better serve its students.

Interestingly, despite being classified as a primary school with upper primary sections, the school’s academic offerings extend to class 8, a significant feature that underscores its contribution to the community’s secondary education base. The school’s status as a non-residential institution focuses its resources on daytime education. The fact that the school provides mid-day meals further demonstrates its dedication to student well-being.

The school’s location in a rural area points to the significant role it plays in expanding educational opportunities beyond urban centers. The availability of a functional all-weather road further enhances accessibility for students. The school’s management is committed to providing the best possible learning environment within its existing resources.

While lacking modern technological aids like computers and a computer-aided learning program, the school’s focus remains on fundamental education through effective classroom teaching. This approach prioritizes core literacy and numeracy skills, crucial for the students’ future educational journeys and overall development.

U/M//S Pirganj Urdu School’s long history (since 1968) is a testament to its enduring role in the community. The school’s dedication to providing quality education, even with limited resources, makes it a valuable asset to the Kishanpur area.

The school’s adherence to a co-educational model reinforces its commitment to inclusive education and equal opportunities for all students. The school’s commitment to the students’ holistic development is evident in its provision of mid-day meals, demonstrating the educational and socio-economic importance of this vital community institution.

Future development plans might include securing electricity, building a boundary wall, establishing a library and playground, and introducing a computer-aided learning program. These improvements would significantly enhance the school’s facilities and contribute to a more enriched learning environment for all students. The school’s continued success hinges on ongoing community support and resource allocation.