UMS KARAH URDU DAROGA JI KA TOLA

UMS KARAH URDU DAROGA JI KA TOLA was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in BANIAPUR block of SARAN 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 5 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 a library and has 300 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 Karah Urdu Daroga Ji Ka Tola: A Comprehensive Profile of a Rural Bihar School

UMS Karah Urdu Daroga Ji Ka Tola, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Bihar, India. Established in 1980 under the Department of Education, this co-educational school serves a crucial role in providing education to the children of the Baniapur block within Saran district.

The school’s infrastructure comprises a pucca (permanent) building with five classrooms, ensuring a suitable learning environment for its students. While lacking electricity, the school makes effective use of its resources, including a library stocked with 300 books. The availability of hand pumps provides a reliable source of drinking water for the students and staff. Separate functional toilet facilities exist for boys and girls, addressing a key need in the school environment.

The school’s teaching staff consists of three male teachers and four female teachers, totaling seven educators dedicated to delivering quality education. Hindi serves as the primary language of instruction. Importantly, the school prepares and provides midday meals on its premises, addressing the nutritional needs of its students.

The school’s rural setting and lack of a playground underscore the challenges faced by many educational institutions in similar contexts. However, the presence of a library and the commitment of its teachers highlight the dedication to providing comprehensive educational opportunities to the local community. The absence of computer-aided learning and computers in general reflects a need for further resource development within the school.

The school’s management, under the Department of Education, plays a critical role in its continued operation and potential for growth. The school’s commitment to education is evident in its continued operation for over four decades, providing a foundational education to generations of students in the rural community.

Looking towards the future, UMS Karah Urdu Daroga Ji Ka Tola stands as a testament to the importance of education in rural communities. Addressing the need for electricity and the inclusion of computer-aided learning would enhance its capacity to provide modern educational experiences, thereby boosting its impact on the students and the local community.

The school’s physical location and the accessibility of the school are not explicitly detailed in the provided data; further information would be beneficial in a comprehensive analysis. However, the current infrastructure adequately serves the immediate educational needs of the community.

The school’s management could potentially consider initiatives to improve the facilities, including securing an electricity connection and potentially expanding the playground for recreational activities. Such improvements could substantially enhance the overall learning experience for students.

The success of the school hinges on the dedication of its teachers and the consistent support of the Department of Education. Continued investment in resources and infrastructure will further improve the school’s ability to nurture the academic and personal growth of its students.

In conclusion, UMS Karah Urdu Daroga Ji Ka Tola represents a crucial educational hub in a rural area. While challenges remain in terms of resource limitations, the school’s dedication to providing quality education, its commitment to providing meals, and the availability of essential facilities make it a significant contributor to the community’s development.