UMS KASBA TOLI

UMS KASBA TOLI was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in KADWA block of KATIHAR 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 11 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 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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 KASBA TOLI: A Comprehensive Profile of a Bihar Primary School

UMS KASBA TOLI, a government-run primary school in the rural heart of Bihar, stands as a testament to the commitment to education in even the most remote areas. Established in 1961 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school’s infrastructure, while modest, plays a significant role in its educational mission.

The school’s physical structure comprises a government-owned building featuring 11 classrooms dedicated to instruction. The presence of a playground provides a vital space for physical activity and recreation, contributing to the holistic development of the students. While lacking a boundary wall and electricity, the school ensures access to clean drinking water through hand pumps. Importantly, the school is equipped with ramps, ensuring accessibility for disabled children.

The teaching staff at UMS KASBA TOLI consists of a dedicated team of seven teachers, three male and four female educators. These teachers utilize Hindi as the primary medium of instruction, catering to the linguistic needs of the local community. The school actively participates in providing mid-day meals, prepared and served on the school premises, addressing the nutritional requirements of its students.

The academic curriculum is tailored to meet the needs of primary and upper primary students, covering a wide range of subjects essential for their overall development. While the school is not equipped with computers or a computer-aided learning lab, its emphasis remains on providing a strong foundation in fundamental subjects. The absence of a library, however, presents a challenge for promoting a reading culture and expanding academic horizons.

UMS KASBA TOLI’s location in the KADWA block of KATIHAR district adds another layer to its unique context. Its rural setting speaks volumes about its dedication to providing educational opportunities to children in underserved communities. The school’s operational aspects further showcase its resilience. The school operates on a yearly academic calendar commencing in April.

One girl’s toilet facilitates the maintenance of basic hygiene and sanitation, contributing to a healthy learning environment. The absence of a pre-primary section means that the school primarily focuses on children within the primary and upper primary age groups. It’s noteworthy that the school doesn’t function as a shift school and is not residential.

The school’s management firmly lies with the Department of Education, ensuring adherence to established educational policies and guidelines. This governmental oversight provides structural support and facilitates access to resources and training opportunities.

The school’s operational details reveal aspects that could be enhanced for an even more enriching educational environment. The addition of computers and a computer-aided learning lab would help bridge the digital divide. The establishment of a library, stocked with books, could vastly improve the quality of learning and inspire a love for reading. While the school currently provides a valuable service to the community, addressing these areas could enhance its efficacy.

The information provided highlights the strengths and areas for potential improvement at UMS KASBA TOLI. The school’s dedication to education in a challenging setting is noteworthy, and addressing the mentioned areas could further elevate its standing. With continued support and investment, this crucial educational institution can continue to thrive.