UPG GOVT MS DHAWA TAND

UPG GOVT MS DHAWA TAND was established in 1988 and it is managed by the Department of Education. It is located in Rural area. It is located in TISRI block of GIRIDIH 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 8 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 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 100 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 MS Dhawa Tand: A Comprehensive Profile of a Rural Primary School in Jharkhand, India

UPG Govt MS Dhawa Tand, a government-run primary school in Giridih district, Jharkhand, India, stands as a testament to rural education. Established in 1988, this co-educational institution caters to students from Class 1 to Class 8, offering a crucial foundation for their academic journey. The school’s management falls under the purview of the Department of Education, highlighting its commitment to providing accessible and quality education in a rural setting.

The school’s infrastructure comprises a government building with eight well-maintained classrooms, ensuring adequate space for learning. Its location in a rural area underscores the vital role it plays in bridging the educational gap within the community. The school’s teaching staff comprises a dedicated team of five teachers—four male and one female—working collaboratively to impart knowledge and shape young minds. Hindi serves as the primary medium of instruction, fostering a strong connection with the local language and culture. A noteworthy feature is the school’s provision of midday meals, prepared and served within the school premises, contributing significantly to the well-being and nutritional needs of its students.

A significant asset to the school is its library, stocked with 100 books that provide students with access to enriching reading materials. This collection fosters a love for reading and provides supplementary learning resources, complementing the classroom curriculum. Furthermore, the school’s commitment to accessibility is evident in the provision of ramps for disabled children, ensuring inclusive education for all students. The presence of both boys’ and girls’ toilets ensures the necessary sanitation facilities for a healthy and conducive learning environment. The school utilizes hand pumps as its primary source of drinking water.

The school’s commitment to providing a comprehensive learning experience extends beyond the traditional classroom setting. Although the school does not currently have a computer-aided learning lab, the presence of a library and commitment to providing midday meals speaks volumes about the priorities and ethos of the institution. While the absence of a playground might be seen as a limitation, the school’s focus on essential resources such as classrooms, library, and sanitation facilities demonstrate its commitment to utilizing available resources effectively.

The school’s operation operates within a defined academic calendar, with the school year commencing in April. The absence of a pre-primary section, combined with the school’s designation as “Primary with Upper Primary (1-8),” emphasizes its focus on providing a solid foundation in basic education for the community it serves. The fact that the school is not using its building as a shift school and is not residential further defines its operating model. The school’s management by the Department of Education is further testament to its role as a cornerstone of public education in the rural heart of Jharkhand.

The availability of electricity at the school enhances the learning environment, enabling the use of essential equipment and resources, while the lack of a boundary wall highlights the need for further infrastructural development. The school’s code, “20061108101,” is important for identification and record-keeping purposes within the larger educational system. The school’s dedication to utilizing available resources effectively is evident in its functional infrastructure.

Information about the head teacher remains unavailable, leaving space for future updates and further details to be provided. The absence of contact details, such as a phone number or email address, may present a challenge for external communication, though this may reflect the nature of the rural school’s operational environment. Despite this, the school’s commitment to delivering quality education in a rural setting deserves acknowledgement and support.

The school’s commitment to providing a holistic educational experience, incorporating not just academics but also basic necessities like food and sanitation, makes it a vital part of the community. The school’s history, its infrastructure, its teaching staff, and its provision of vital services all contribute to its role as a vital pillar of education in the region. Future developments and improvements to the school’s infrastructure, such as adding a playground and computer lab, would undoubtedly further enhance its capability to provide an enriching and comprehensive educational experience for its students.

Further information regarding the school’s academic performance, student enrollment, and community engagement would provide a more comprehensive understanding of its overall impact. However, the provided data offers a valuable glimpse into the daily operations and essential characteristics of UPG Govt MS Dhawa Tand, offering an insight into the challenges and triumphs of rural education in India. Its dedication to providing a basic education to children in a resource-constrained environment remains a testament to the spirit of education in rural communities.

The information presented allows for a clear understanding of UPG Govt MS Dhawa Tand’s current status and its commitment to providing basic education. The school’s focus on providing a functional learning environment, despite limited resources, highlights its importance within its community. Further investigation and updates would provide a richer understanding of the school’s impact and its ongoing development. However, the available details paint a picture of a dedicated and important institution playing a pivotal role in the education of rural children in Jharkhand.