UMS URDU MAJAULI

UMS URDU MAJAULI was established in 1967 and it is managed by the Department of Education. It is located in Rural area. It is located in VAISHALI 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 6 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 30 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 Urdu Majauli: A Rural Primary School in Bihar, India

UMS Urdu Majauli is a government-run primary school located in the rural area of the Vaishali district in Bihar, India. Established in 1967, the school is managed by the Department of Education and offers classes from the first to the eighth grade. The school’s co-educational environment caters to students from the local community.

Instruction Medium and Teacher Composition

Hindi serves as the primary language of instruction at UMS Urdu Majauli. The school employs a total of two teachers – one male and one female – dedicated to providing quality education to its students. Meals are provided to the students, although not prepared on the school premises.

Infrastructure and Facilities

The school building, a government-constructed structure, houses six classrooms in good condition. Additional rooms support non-teaching activities. The school features a pucca boundary wall, ensuring the safety and security of its students and facilities. A library stocked with 30 books provides supplemental learning resources. Crucially, the school provides ramps for disabled children, ensuring accessibility for all. Access to clean drinking water is secured through hand pumps. The school also boasts separate functional boys’ and girls’ toilets. While the school currently lacks electricity and a playground, the presence of essential facilities highlights the commitment to providing a conducive learning environment.

Academic Details and Board Affiliation

UMS Urdu Majauli follows a primary and upper primary curriculum (classes 1-8). Notably, for students pursuing higher secondary education (Class 10th and beyond), the school follows a curriculum affiliated with the “Others” board category, highlighting the school’s adaptability to various educational pathways.

Technology and Resources

While the school currently doesn’t have computers or a computer-aided learning lab, its commitment to providing quality education is evident in its other resources and facilities. The school’s lack of technology should be considered in the context of its rural location and the resources available to it.

Accessibility and Transportation

The school is easily accessible via an all-weather road, ensuring that students can attend regardless of weather conditions. The academic session at UMS Urdu Majauli commences in April, aligning with the typical academic calendar in the region.

Community Impact and Future Outlook

UMS Urdu Majauli plays a vital role in providing primary education to children in the rural community it serves. Its continued operation and improvement depend on sustained support from the government and the community. Future development plans may consider enhancing resources such as electricity, a playground, and computer-aided learning tools.

Conclusion

UMS Urdu Majauli exemplifies the dedication to education in even the most remote areas. The school’s existing facilities and resources, despite some limitations, create a functional learning environment for students. The school’s commitment to inclusivity, with provisions like ramps for disabled children, speaks volumes about its dedication to serving the entire community. Further investments and upgrades could help this school become an even more effective pillar of the community.

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