UPG GOVT GIRLS MS SATGAWAN

UPG GOVT GIRLS MS SATGAWAN was established in 1968 and it is managed by the Department of Education. It is located in Rural area. It is located in SATGAWAN block of KODARMA district of Jharkhand. 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 7 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 253 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 Govt Girls MS Satgawan: A Comprehensive Profile of a Rural Primary School in Jharkhand, India

UPG Govt Girls MS Satgawan, a government-run primary school, stands as a testament to educational access in rural India. Established in 1968, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys. Located in the Satgawan block of Koderma district, Jharkhand, the school plays a vital role in the community, shaping young minds within a rural setting.

The school’s infrastructure consists of a pucca (permanent) building with seven classrooms, ensuring a suitable learning environment for its students. While lacking electricity, the school makes provision for clean drinking water through functional hand pumps, demonstrating a commitment to basic necessities. A library, stocked with 253 books, provides additional learning resources, supplementing the classroom experience. The school also boasts separate functional toilet facilities for boys and girls, addressing a crucial aspect of hygiene and safety.

The teaching staff comprises four teachers, two male and two female, dedicated to providing quality education. Hindi serves as the primary medium of instruction, ensuring accessibility for the students. Meals are provided and prepared on the school premises, addressing the nutritional needs of the children and alleviating the burden on families.

The school’s management falls under the Department of Education, reflecting its role within the broader educational framework of the region. The school operates on a standard academic calendar, with sessions commencing in April, following the typical Indian academic year structure. It is accessible by all-weather roads, ensuring consistent access for students and staff, irrespective of weather conditions.

Interestingly, while the school functions as a co-educational institution, it does not have a pre-primary section. Additionally, the school building is not used as a shift school, indicating a dedicated learning space for the enrolled students. The absence of a playground might be a limitation but is often a common feature in many schools with limited space.

Furthermore, the school’s administration acknowledges the lack of certain resources, including computers and a computer-aided learning lab, and ramps for disabled students. These limitations highlight areas for potential improvement and further development, to ensure inclusivity and access to modern technology.

The school’s affiliation with the “Others” board for both Class 10 and Class 10+2 suggests a potential pathway for further education, which the school might facilitate or advise on. The absence of a dedicated head teacher is noteworthy, and potentially suggests administrative nuances worth examining.

The absence of additional information regarding the school’s location specifics (latitude and longitude) presents a minor obstacle in its digital visibility. Similarly, contact details such as phone number and email address are missing, indicating a lack of digital connectivity that could be improved to enhance communication and community engagement.

In conclusion, UPG Govt Girls MS Satgawan serves as a vital educational institution in its rural setting. While acknowledging the need for upgrades in resources like computers and accessible infrastructure, the school continues to deliver primary education, showcasing the resilience and dedication of both teachers and students within the community. The data presented provides a clear, though incomplete, picture of this crucial educational asset. Future efforts to enhance resources will significantly impact the learning experience of its students.