UHS SAMANPUR

UHS SAMANPUR was established in 1951 and it is managed by the Department of Education. It is located in Rural area. It is located in GHORASAHAN block of PURBA CHAMPARAN district of Bihar. The school consists of Grades from 1 to 10. 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 14 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 Partial 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 2 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 405 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.

UHS SAMANPUR: A Comprehensive Profile of a Bihar School

UHS SAMANPUR, a government-run school in Bihar, India, stands as a testament to the dedication to education in rural communities. Established in 1951 under the Department of Education, this co-educational institution serves students from Class 1 to Class 10. Its rural location within the GHORASAHAN block of PURBA CHAMPARAN district underscores its vital role in providing education access to a geographically dispersed population.

The school’s infrastructure comprises a government building with 14 well-maintained classrooms, ensuring adequate space for learning. The presence of a functional library, stocked with 405 books, fosters a love of reading and provides valuable supplementary learning resources. While a playground is absent, the school’s commitment to education shines through in other areas.

Instruction at UHS SAMANPUR is conducted in Hindi, catering to the local linguistic context. The teaching staff consists of 9 male teachers and 2 female teachers, totaling 11 dedicated educators who work to shape young minds. The school’s commitment to the well-being of its students is evident in the provision of mid-day meals, prepared and served on the school premises, ensuring nutritional support for learning.

The school’s accessibility is enhanced by its location along an all-weather road, ensuring that students can reach the school regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar. The school’s facilities also include functional boys’ and girls’ toilets, and hand pumps provide a reliable source of drinking water. The school boasts a partial boundary wall and a stable electricity supply, further enhancing its learning environment.

The school’s status as a residential school indicates its commitment to supporting students from diverse backgrounds. It operates under the State Board curriculum for Class 10 and follows the “Others” board for higher secondary education. The absence of a pre-primary section reflects the specific focus on primary and secondary education within the school’s operational framework. The inclusion of ramps for disabled students underlines a commitment to inclusivity and equal access to learning opportunities for all students.

Importantly, the school actively promotes a holistic approach to education, going beyond the purely academic aspects. The provision of mid-day meals, the presence of a library, and a focus on creating a safe and supportive learning environment indicate a focus on student well-being.

In summary, UHS SAMANPUR’s commitment to providing quality education, despite resource constraints, is commendable. The school stands as a vital community asset, nurturing the future generation within its rural setting. Its dedication to inclusive practices and holistic student care represents a significant contribution to the educational landscape of Bihar.

The details provided highlight the school’s structure, resources, and operational practices. The information serves as a valuable resource for educational planners, researchers, and anyone seeking to understand the realities of rural education in Bihar. Further investigation may be needed to fully comprehend the school’s strengths and challenges.

The school’s longevity since its establishment in 1951 speaks volumes about its consistent service to the community. The dedication of the teaching staff, combined with the provision of basic amenities, sets the stage for a productive learning environment. The absence of certain facilities, such as a playground and computer lab, presents opportunities for future development and expansion. The information provided offers a robust understanding of UHS SAMANPUR’s current state.

Finally, this comprehensive overview of UHS SAMANPUR provides valuable insight into the functioning of a typical rural school in Bihar. Understanding such schools is crucial for developing targeted interventions and improving educational outcomes in underserved areas. The provided data offers a starting point for further investigation into the challenges and opportunities facing rural education in the region.