UMS DAHUA BARI

UMS DAHUA BARI was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in KURSAKANTA block of ARARIA 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 Pucca But Broken 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 0 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 15 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 DAHUA BARI: A Rural Primary School in Bihar, India

UMS DAHUA BARI, a government-run primary school, serves the rural community of Kursakanta block in Araria district, Bihar, India. Established in 1959, this co-educational institution plays a vital role in providing education to children from Class 1 to Class 8. The school, managed by the Department of Education, offers a Hindi-medium curriculum, catering to the local linguistic needs. Its commitment to education is evident in its dedicated team of 14 teachers, comprising 6 male and 8 female educators.

The school’s infrastructure includes a government-provided building housing 8 classrooms, all in good condition. While there is no playground, the school boasts a library stocked with 15 books, fostering a love for reading amongst its students. The provision of hand pumps ensures access to clean drinking water, a crucial element in maintaining a healthy learning environment. A single functional girls’ toilet is available on the premises.

The school’s location is accessible via an all-weather road, ensuring convenient access for students regardless of weather conditions. The academic session commences in April, aligning with the regional academic calendar. The building features a pucca, though broken, boundary wall and benefits from a reliable electricity connection. The school provides mid-day meals, prepared and served within the school premises, addressing the nutritional needs of its students.

While the school does not offer a pre-primary section or computer-aided learning, its focus remains firmly on providing a quality primary and upper primary education. The availability of ramps ensures accessibility for children with disabilities. The absence of computers is a noteworthy area for potential future development. The school’s management adheres to the Others board for classes 10 and 10+2.

UMS DAHUA BARI exemplifies a dedicated educational institution striving to serve its community. Its dedication to providing basic education in a rural setting showcases the importance of government-supported schools in bridging educational gaps. The school’s facilities, while modest, reflect a commitment to providing a safe and functional learning environment for its students.

The school’s long-standing presence in the community (since 1959) underscores its importance as a cornerstone of local education. The predominantly female teaching staff speaks volumes about the school’s commitment to gender equality and empowering women in education. The school’s location and infrastructure reflect the realities of rural education in India, highlighting both the achievements and the areas needing further development.

Further improvements in resources, particularly the addition of computers and a playground, could significantly enhance the learning experience. Expanding the library’s collection would also contribute to a more enriched educational environment. However, the current setup demonstrates the school’s unwavering commitment to providing basic education in a challenging yet impactful context.

UMS DAHUA BARI’s commitment to education is evident in its dedicated teachers, functional facilities, and the provision of mid-day meals. The school serves as a model for similar institutions in rural areas, demonstrating the possibility of providing quality education despite limited resources.

The school’s information illustrates the complexities and challenges of rural education in India, highlighting the need for continued investment and support to ensure equal access to quality education for all children, regardless of their location.

This case study of UMS DAHUA BARI provides valuable insight into the realities of education in rural India, highlighting both the existing infrastructure and the potential for future development to enhance the educational opportunities for the community’s children.