UPG .P.S. CHARAKMARA

UPG .P.S. CHARAKMARA was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in SARATH block of DEOGHAR district of Jharkhand. The school consists of Grades from 1 to 5. 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 2 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 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 15 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.

UPG .P.S. CHARAKMARA: A Rural Primary School in Jharkhand

UPG .P.S. CHARAKMARA, a government-run primary school, serves the rural community of SARATH block in DEOGHAR district, Jharkhand. Established in 2005 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5, using Hindi as the primary language of instruction. The school’s commitment to education is evident in its existing infrastructure and resources.

The school building, a government-provided structure, houses two well-maintained classrooms dedicated to instruction. These classrooms are complemented by additional rooms used for non-teaching activities, including a dedicated space for the teacher. Despite the absence of a boundary wall and electricity, the school provides essential amenities for its students.

A key resource for the school’s students is its library, which boasts a collection of 15 books, providing valuable reading materials to supplement classroom learning. The availability of hand pumps ensures access to clean drinking water, an essential aspect of maintaining student health and well-being. Furthermore, the school provides mid-day meals, prepared and served on the premises, addressing nutritional needs of the students.

The school’s commitment to inclusive education is reflected in the provision of separate functional toilets for boys and girls. However, the lack of a playground and computer-aided learning facilities presents opportunities for future development and improvement. The absence of ramps highlights a need for accessibility upgrades to ensure inclusion for students with disabilities.

The school’s staffing includes one male teacher, who dedicates their efforts to providing quality education. The school’s current teaching staff underscores the importance of additional recruitment to improve the student-teacher ratio. This highlights a need to recruit more teachers to optimize teaching quality and student support. The efficient instruction provided by the current teacher underscores the school’s commitment to the student’s educational progress.

The school’s rural setting requires robust infrastructure to enhance learning opportunities. While the existing resources provide a solid foundation for education, the addition of computers, a playground, and a boundary wall would significantly improve the learning environment and enhance overall safety. Furthermore, the lack of computer-aided learning tools indicates a need for investment in technology to integrate modern teaching methodologies.

The absence of electricity presents a challenge, highlighting a need for improved infrastructure to enhance the learning experience. Access to reliable electricity would enable the introduction of technology-based learning tools and create a more conducive learning environment.

The school’s location on an all-weather road ensures accessibility for students, teachers, and visitors. However, the school’s lack of a pre-primary section limits its reach to younger children in the community.

This commitment to providing education is further underscored by the provision of a midday meal program, prepared within the school premises. This commitment to nutritional welfare underlines the holistic approach to the student’s well-being.

In conclusion, UPG .P.S. CHARAKMARA is a vital community asset providing primary education in a rural setting. While existing resources offer a foundation for learning, strategic investments in infrastructure, technology, and staffing could significantly enhance the school’s capacity to serve its students and contribute to the community’s overall development. Further development in these areas would allow the school to better serve its students and better meet the needs of the community.