UMS DHOURABHANTHA (SSA)

UMS DHOURABHANTHA (SSA) was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in DHARAMJAIGARH block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 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 a library and has 42 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 Dhourabhantha (SSA): A Detailed Profile of a Rural Upper Primary School

UMS Dhourabhantha (SSA), a government-run upper primary school, stands as a vital educational institution in the rural landscape of Chhattisgarh, India. Established in 2004 under the Department of Education, this co-educational school caters to students from classes 6 to 8, playing a crucial role in providing quality education to the local community. Its location within the Dharamjaigarh block of Raigarh district underscores its service to a geographically specific population.

The school’s infrastructure, while modest, provides a functional learning environment. Three classrooms facilitate instruction, supported by a separate room for the head teacher and additional space dedicated to non-teaching activities. While lacking a boundary wall, the school benefits from reliable electricity access, ensuring a conducive learning atmosphere. The availability of hand pumps provides a consistent source of drinking water, addressing a critical need for the students. Furthermore, the inclusion of ramps ensures accessibility for disabled children.

The school boasts a small but functional library, stocked with 42 books. This resource serves as a valuable supplement to classroom learning, promoting a love for reading and expanding students’ knowledge beyond the curriculum. While a playground is currently absent, the focus remains on maximizing the utilization of existing resources for optimal educational outcomes.

The teaching staff comprises four teachers—two male and two female—all dedicated to imparting knowledge and shaping young minds. The head teacher, Kartik Ram, leads the team with experience and commitment. Instruction is delivered in Hindi, reflecting the local language and facilitating effective communication within the classroom. The school’s commitment to quality education is further emphasized by its adherence to the “Others” board for class 10 and 10+2 examinations, adapting to the specific educational needs of its community.

The school operates within a structured framework, beginning its academic session in April and following a well-defined curriculum. Meals are provided to the students although they are not prepared on the school premises itself, demonstrating a commitment to the students’ well-being beyond formal education. The school’s rural setting and reliance on hand pumps highlight the unique challenges and resourcefulness required in providing educational opportunities in such areas.

The absence of computer-aided learning and computers themselves underscores the need for future investment in technological resources to enhance the educational experience. Despite these limitations, the school’s dedication to providing basic education in a challenging environment is commendable. The school’s commitment to providing quality education in a resource-constrained environment is noteworthy. Further investment in technology and infrastructure could significantly enhance the learning experience for the students.

The information provided highlights the importance of UMS Dhourabhantha (SSA) as a cornerstone of education within its community. The school’s dedication to teaching and learning, despite its limited resources, sets an example for similar institutions.

UMS Dhourabhantha (SSA) serves as a testament to the ongoing efforts to bring quality education to even the most remote areas. The school’s story serves as both an example of existing achievements and a call for continued support and development. This dedication to rural education underscores the importance of addressing educational inequalities and ensuring access to quality learning for all.

The school’s profile underscores the need for continued investment and support in rural education. By providing a detailed account of the school’s facilities, teaching staff, and curriculum, this information serves as a valuable resource for educational planners and policymakers working to improve access to quality education in rural areas across India.