UMS PARASI

UMS PARASI was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in KURSAKANTA block of ARARIA 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 10 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 Partial 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 a playground. The school has a library and has 450 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 PARASI: A Rural Primary School in Bihar, India

UMS PARASI, a government-run primary school in Bihar, India, stands as a testament to the nation’s commitment to rural education. Established in 1965, this co-educational institution serves students from Class 1 to Class 8, providing a crucial foundation for their academic journey. Located in the KURSAKANTA block of ARARIA district, the school plays a vital role in the community, offering a vital educational service in a rural setting.

The school’s infrastructure comprises ten well-maintained classrooms, sufficient to accommodate its student population. A dedicated library houses an impressive collection of 450 books, fostering a love for reading and learning amongst the students. The presence of a playground ensures that physical activity remains a key component of the students’ holistic development. Clean drinking water is readily available via hand pumps, a significant factor in maintaining student health and well-being. Accessibility is also considered, with ramps ensuring that the school caters to the needs of disabled students.

The school’s teaching staff comprises a dedicated team of five teachers, four male and one female. They impart knowledge primarily through the Hindi language, making learning accessible to the local community. The school’s commitment to providing a nutritious mid-day meal ensures that students are properly nourished, allowing them to focus on their studies without the burden of hunger. The school building itself is in a state of partial completion, highlighting the ongoing need for improved infrastructure in rural educational settings.

The availability of one boys’ and one girls’ toilet contributes to a hygienic and comfortable learning environment. The school’s management falls under the Department of Education, reflecting the government’s ongoing support for public education initiatives. The school’s rural location signifies its importance in bridging the educational gap between urban and rural communities. Its presence contributes significantly to the overall development of the surrounding area.

The school’s operational aspects include an April start to the academic year, further showcasing its adherence to the national academic calendar. The availability of electricity ensures a well-lit and conducive environment for both teaching and learning. While the school currently lacks computer-aided learning facilities, its presence and commitment to education underscore the ongoing need for and importance of improved educational access in rural regions.

The school’s adherence to providing a conducive learning environment is highlighted by the provision of a separate room for administrative tasks, and its commitment to the overall well-being of its students. This dedication is exemplified by the presence of a well-maintained library and playground. The school’s infrastructure, while having elements that could be improved, sufficiently supports the educational needs of its students.

The location of the school in a rural area highlights the efforts made to bring education to underserved communities. The continued investment in UMS PARASI reflects a commitment to improving the lives of students in the region. The school’s ongoing existence showcases the power of education in transforming lives and communities.

Further development and investment could enhance the school’s facilities and resources, potentially including the addition of computer-aided learning technology to further enhance the educational opportunities offered to its students. The school’s existing resources and commitment, however, demonstrate its dedication to education and community development.

UMS PARASI’s story serves as an inspirational example of how a relatively modest educational institution can provide vital learning opportunities in a rural setting. Its success hinges on the dedicated teachers, supportive management, and the community’s belief in the transformative power of education. The ongoing support and further investment in such institutions are vital for the sustainable growth of rural India.

The success of UMS PARASI in its educational endeavors should be celebrated and recognized as a testament to the strength of community support for public education initiatives. Continued efforts to improve infrastructure, enhance resources, and provide professional development opportunities for teachers will only further this institution’s achievements.