UMS .PARASBIGHA

UMS .PARASBIGHA was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in JEHANABAD block of JEHANABAD 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 4 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 Pucca 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.

UMS .PARASBIGHA: A Comprehensive Profile of a Rural Primary School in Bihar

UMS .PARASBIGHA, a government-run primary school in Bihar, India, stands as a vital educational institution serving the rural community. Established in 1980 under the Department of Education, the school provides essential education for children from Class 1 to Class 8. Its co-educational environment fosters inclusive learning, catering to both boys and girls.

The school’s infrastructure comprises a pucca (permanent) building with four classrooms, ensuring a suitable learning environment for its students. The availability of separate boys’ and girls’ toilets highlights the school’s commitment to providing basic amenities. A reliable source of drinking water through hand pumps further supports the well-being of the students. While the school lacks electricity, a playground, a library, and computer-aided learning facilities, its focus remains on providing quality education using available resources.

The teaching staff comprises a dedicated team of six male and three female teachers, totaling nine educators committed to imparting knowledge. Hindi serves as the primary language of instruction. The school’s curriculum follows the Others board for both Class 10 and Class 10+2, indicating a potentially diverse approach to academic standards. The school operates on an academic session that commences in April, aligning with the regional academic calendar.

The school’s rural setting underscores its role in providing education to children in underserved areas. Its management by the Department of Education ensures adherence to established educational policies and standards. The school’s meal program, prepared on the premises, addresses the nutritional needs of its students, further supporting their academic journey.

The absence of a pre-primary section and other amenities like a computer lab doesn’t diminish the school’s significance. Its fundamental role in providing basic education to children in a rural setting remains paramount. Future development and improvements in facilities would undoubtedly enhance the learning experience for the students.

The school’s management actively works within the constraints of its resources to deliver education to the community. The dedication of the teachers, despite resource limitations, is commendable. Further investment and support from the government and local communities could significantly upgrade the school’s facilities and overall educational capacity.

The school’s location in the Jehanabad district of Bihar also highlights its role within the larger educational landscape of the state. The government’s commitment to providing education in rural areas, as demonstrated by UMS .PARASBIGHA, is a key element of broader national development goals.

The school’s functioning without electricity, computers, or a library necessitates the adoption of innovative teaching methodologies. Teachers may rely on creative techniques to engage students and overcome these resource limitations.

Despite challenges related to infrastructure and resources, UMS .PARASBIGHA serves as a valuable educational hub in its community. Its existence underscores the importance of primary education in laying the foundation for future learning and growth for the children of the region.

The school’s story is a testament to the resilience and dedication of educators working in resource-constrained environments. Their commitment to educating the next generation is a significant contribution to the development of the rural community and the nation as a whole.