UMS FAKIRBASTI MOLANAPARA

UMS FAKIRBASTI MOLANAPARA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in POTHIA block of KISHANGANJ 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 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 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 Fakirbasti Molanpara: A Rural Primary School in Bihar

UMS Fakirbasti Molanpara, a government-run primary school, serves the rural community of Pothia block in Kishanganj district, Bihar. Established in 2007 under the Department of Education, this co-educational institution provides education from Class 1 to Class 8. The school’s commitment to providing quality education is evident in its dedicated teaching staff and focus on holistic development.

The school’s infrastructure comprises three well-maintained classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity connection, the school successfully delivers its curriculum. The availability of hand pumps provides a reliable source of drinking water for students and staff. Separate functional toilets for boys and girls address essential hygiene needs.

Instruction is primarily delivered in Hindi, catering to the local language needs of the students. The school operates on a standard academic calendar, commencing in April. The absence of a pre-primary section focuses the school’s resources on effectively educating students within the primary and upper-primary grades.

The teaching staff consists of two male teachers and two female teachers, totaling four dedicated educators committed to imparting knowledge and shaping young minds. While the school does not possess a computer lab or computer-aided learning facilities, it excels in its core educational mission. The lack of a library and playground does not detract from the school’s dedication to providing a foundational education. The school provides mid-day meals prepared on the premises, ensuring students’ nutritional needs are met.

The school’s management is firmly under the Department of Education, ensuring adherence to educational standards and policies. The school’s location in a rural setting underscores its importance in providing accessible education to children in this area. Its absence of residential facilities reflects its focus on daytime educational provision.

The school’s operational details further highlight its commitment. The school building, though basic, is functional and well-maintained. The lack of a ramp reflects the absence of accessibility challenges for disabled students within the current student population. The school’s reliance on hand pumps as a water source underscores the resourcefulness needed within a rural setting.

The overall structure of the school, despite the lack of certain amenities, prioritizes providing quality education within available resources. The school’s focus on foundational education and its commitment to serving its community highlight its valuable role in the region.

UMS Fakirbasti Molanpara embodies the spirit of dedication within a resource-constrained environment. The absence of certain amenities should not overshadow the school’s significant contribution to the education of children in the rural community it serves. The school’s future development may focus on expanding resources such as electricity and a library to enhance the learning experience.

This dedication to providing a quality education, in spite of limitations, speaks volumes about the commitment of the teachers and the management of UMS Fakirbasti Molanpara. Its continued operation and contribution to the community serves as a testament to the importance of accessible education in rural areas.