UMS SISWA HINDI

UMS SISWA HINDI was established in 1936 and it is managed by the Department of Education. It is located in Rural area. It is located in BANJARIA block of PURBA CHAMPARAN 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 13 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 a playground. The school has a library and has 500 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 SISWA HINDI: A Comprehensive Profile of a Bihar Primary School

UMS SISWA HINDI, a government-run primary school in Bihar, India, offers a glimpse into rural education. Established in 1936 and managed by the Department of Education, the school serves the community of Banjaria block in Purba Champaran district. Its rural location presents both challenges and opportunities for its students.

The school’s infrastructure is notable for its thirteen classrooms housed within a government building. These classrooms, described as being in good condition, provide space for a student population across grades 1 through 8. The presence of a pucca boundary wall and reliable electricity ensures a relatively secure and functional learning environment.

Teaching resources at UMS SISWA HINDI include a library stocked with 500 books, providing valuable supplementary learning materials. The provision of hand pumps ensures access to clean drinking water for students and staff. Furthermore, the school’s amenities extend to separate boys’ and girls’ toilets, promoting hygiene and inclusivity. The availability of a playground highlights the school’s commitment to well-rounded development through physical activity. Accessibility features include ramps for disabled children, emphasizing the school’s dedication to inclusive education.

The school’s teaching staff comprises fourteen educators – eight male teachers and six female teachers – demonstrating a balanced gender representation within the faculty. Instruction is conducted in Hindi, catering to the linguistic needs of the local community. The school’s co-educational nature fosters an inclusive learning environment, while the absence of a pre-primary section focuses resources on the primary and upper-primary curriculum. The school follows a curriculum leading to the “Others” board for Class 10 and 10+2 examinations, suggesting a potentially diverse educational pathway for its students.

The provision of mid-day meals, prepared and provided within the school premises, addresses the nutritional needs of the students, supporting their overall well-being and academic performance. The school’s operational characteristics are notable, with academic sessions commencing in April, aligning with the regional academic calendar.

The school’s commitment to education is further evidenced by its lack of computer-aided learning facilities. However, this absence is not unexpected given the school’s rural location and resource constraints. The focus seems to be on delivering fundamental education effectively through traditional methods.

While lacking some advanced technological resources, UMS SISWA HINDI stands as a testament to the resilience and dedication of educators striving to provide quality education in a rural setting. Its infrastructure, amenities, and teaching staff contribute to a functional and supportive learning environment for the children of Banjaria.

The school’s profile highlights the importance of understanding regional educational contexts. Further research could explore the challenges and successes of delivering education in similar rural environments, informing future development strategies.

The data provided offers a valuable snapshot of UMS SISWA HINDI, revealing a dedication to basic educational provisions within a resource-constrained environment. Further investigation into the school’s academic outcomes and community engagement could provide a more comprehensive understanding of its impact on the local community.

Finally, the information reveals a school committed to foundational learning within a rural context. Its strength lies in its dedicated teachers, consistent infrastructure, and commitment to providing a basic education for the children in its community.