UMS CHAKWAJO MALAHI

UMS CHAKWAJO MALAHI was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in JANDAHA block of VAISHALI district of Bihar. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 doesn’t 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 a playground. The school has a library and has 200 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 but not Prepared in School Premises providing mid-day meal.

UMS Chakwajo Malahi: A Comprehensive Profile of a Bihar Primary School

UMS Chakwajo Malahi is a government-run primary school located in the rural area of Jandaha block, Vaishali district, Bihar. Established in 1962, this co-educational institution, under the Department of Education, caters to students from Class 1 to Class 8, also including a pre-primary section. The school’s medium of instruction is Hindi.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A playground and a library stocked with 200 books are available for students. The school provides access to drinking water through functional hand pumps and boasts separate functional boys’ (2) and girls’ (1) toilets. Ramps are in place to ensure accessibility for disabled children.

While the school currently lacks electricity and a boundary wall, it offers a significant advantage: a pre-primary section, catering to the youngest learners. The school employs a total of five teachers, with three male and two female educators, all dedicated to providing a quality education to the students. Mid-day meals are provided, though not prepared on the school premises.

The school’s academic focus extends to upper primary levels (1-8), utilizing an “Others” board for Class 10 and Class 10+2 examinations. This suggests a commitment to flexible and comprehensive education tailored to local needs and standards. The school is easily accessible via all-weather roads, enhancing connectivity and promoting regular attendance. The academic session commences in April, aligning with the broader academic calendar.

The availability of a library with a respectable collection of 200 books highlights the school’s commitment to fostering a reading culture among the students. This resource provides crucial supplementary learning materials and encourages a lifelong love of learning. The playground, an essential component of a child’s holistic development, provides a crucial space for physical activity and social interaction, promoting both physical and mental well-being.

The school’s management under the Department of Education ensures access to resources and support from the government. This affiliation provides a framework for accountability and enhances the school’s capacity to implement effective educational strategies. The location in a rural setting underscores the school’s crucial role in providing educational opportunities to children in underserved communities.

The presence of separate toilet facilities for boys and girls underlines the school’s commitment to providing a safe and inclusive learning environment for all students. Accessibility features such as ramps demonstrate the school’s dedication to inclusivity, ensuring that children with disabilities have equal access to education.

The lack of electricity and a boundary wall presents challenges, but the school’s operational efficiency and its dedicated teaching staff remain commendable. The school’s overall functionality, despite resource limitations, suggests a commitment from both staff and management to provide quality education to the students under their care.

Despite the absence of computer-aided learning facilities and computers, the school’s focus remains on providing a strong foundation in core subjects, employing traditional teaching methods effectively within its available resources. Future improvements in infrastructure and technology could further enhance the learning experience and ensure that UMS Chakwajo Malahi continues to thrive. The school’s enduring presence for over six decades is a testament to its role in the community and the dedication of those who work to keep its doors open.