UMS MAUDAH BUZURG PART 1

UMS MAUDAH BUZURG PART 1 was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in PATEPUR block of VAISHALI 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 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 148 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 Maudah Buzurg Part 1: A Comprehensive Profile of a Bihar Primary School

UMS Maudah Buzurg Part 1, a government-run primary school in Bihar, India, stands as a testament to the enduring commitment to education in rural communities. Established in 1962 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 reflects a dedication to providing a conducive learning environment. Its robust pucca building houses eight well-maintained classrooms, ensuring ample space for instruction. The presence of a library, stocked with 148 books, underlines the school’s commitment to fostering a love of reading and learning beyond the prescribed curriculum. Reliable electricity and functional hand pumps for drinking water further enhance the learning experience. Importantly, the school’s facilities include separate functional toilets for boys and girls, a critical aspect of providing a safe and inclusive learning space. Accessibility is also addressed with ramps for disabled children, demonstrating a commitment to inclusivity.

The school’s faculty comprises five teachers – four male and one female – dedicated to imparting knowledge and shaping young minds. The head teacher, Rameshwar Prasad, leads the team, ensuring the smooth running of the school and the consistent delivery of quality education. Hindi serves as the primary medium of instruction, reflecting the local linguistic context and promoting effective communication. The school operates within the framework of providing mid-day meals, although these meals are not prepared on the school premises.

While the school lacks a pre-primary section and computer-aided learning facilities, its focus on foundational literacy and numeracy remains paramount. The absence of a playground might present a limitation, but the availability of essential resources and a committed staff mitigate this factor. The school’s location in a rural setting presents unique challenges, yet its sustained operation highlights its vital role in the community.

The school’s management adheres to the Others board for class 10 and 10+2 examinations. This reflects the broader educational landscape in the region and the school’s adaptation to the existing educational system.

The school’s geographic location in PATEPUR block of VAISHALI district, Bihar, with coordinates 25.88568940 latitude and 85.55799350 longitude, and a pin code of 843114, provides valuable context for understanding its accessibility and the socio-economic factors influencing the student population. The school’s rural setting emphasizes its importance in providing educational opportunities within a community where access to such resources might otherwise be limited.

UMS Maudah Buzurg Part 1’s enduring presence speaks volumes about its resilience and the community’s reliance on it for quality education. Despite some limitations in resources, the school’s focus on basic education, its strong faculty, and its well-maintained infrastructure demonstrate its commitment to serving the educational needs of its students. The school represents a beacon of hope for the children in the rural areas, offering a stepping stone toward a brighter future.

The school’s success hinges on the continued support of the community, the government, and other stakeholders. Investment in additional resources, such as computer-aided learning facilities and a playground, would further enhance the educational experience. However, the school’s current strengths, coupled with ongoing commitment, ensure that it will continue to play a crucial role in educating the next generation.

This profile offers a valuable insight into the functionality and impact of UMS Maudah Buzurg Part 1 on the community it serves, highlighting its enduring legacy in providing crucial educational opportunities in a rural setting. Further research into the school’s academic performance and student outcomes would offer a more comprehensive understanding of its effectiveness.

The school’s existence showcases the dedication of the teachers, the support of the community, and the ongoing importance of education, even in resource-constrained environments. Its story is one of resilience, commitment, and the unwavering pursuit of educational excellence for all children, regardless of their background.