UPG GOVT MS PARSA TAND (URDU)

UPG GOVT MS PARSA TAND (URDU) was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in DEORI 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. Urdu 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 12 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 163 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

UPG Govt MS Parsa Tand (Urdu): A Comprehensive Overview

UPG Govt MS Parsa Tand (Urdu), a government school situated in the rural Deori block of Giridih district, Jharkhand, offers primary and upper primary education (classes 1-8). Established in 1991 under the Department of Education, this co-educational institution plays a vital role in the community’s educational landscape. The school’s instruction medium is Urdu, catering specifically to the linguistic needs of the local population.

The school infrastructure comprises a government building with twelve well-maintained classrooms dedicated to instruction. Two additional rooms support non-teaching activities, including a designated space for the school’s head teacher. While the school boasts a library containing 163 books, it currently lacks a playground and a boundary wall. Access to clean drinking water is facilitated by hand pumps, and the school provides mid-day meals prepared on-site. The availability of two boys’ toilets and two girls’ toilets ensures basic sanitation facilities. Notably, the school features ramps for disabled children, promoting inclusive access to education. A computer-aided learning lab is also present, showcasing the school’s commitment to incorporating technology into learning.

Although the school lacks electricity, it remains steadfast in its educational mission. The four male teachers are committed to providing quality education within the available resources. The school’s academic performance and student enrollment figures are not available for public view and remain undisclosed.

The school operates on a standard academic calendar, commencing its sessions in April. Transportation to the school is facilitated by an all-weather road, ensuring consistent student attendance regardless of weather conditions. The absence of a pre-primary section signifies the school’s current focus on primary and upper-primary education.

The school’s management structure, under the Department of Education, ensures adherence to government standards and guidelines. Regular inspections and audits likely occur to maintain quality control and educational best practices.

While the school has a computer-aided learning facility, the absence of computers dedicated to teaching and learning reflects a potential need for enhanced technological resources. This need extends to upgrading the school’s infrastructure, notably the addition of electricity and a boundary wall to enhance security and learning conditions.

The school’s commitment to providing meals demonstrates its dedication to addressing the nutritional needs of its students, improving both their academic engagement and overall well-being.

UPG Govt MS Parsa Tand (Urdu) serves as a cornerstone of education in the rural Deori block. While facing certain infrastructural limitations, its dedicated teaching staff and commitment to providing quality education, regardless of available resources, underscore its critical role within the community. Continuous improvements and investments in infrastructure and resources would further enhance the quality of education delivered.

Future advancements could include the integration of more advanced technological resources, improving access to electricity, and expanding the school’s facilities to better meet the needs of its growing student population. The school’s unique focus on Urdu instruction remains an important aspect of its identity, maintaining cultural relevance within the local community. Continued efforts to obtain more information regarding enrollment and academic outcomes could further enhance the understanding of the school’s overall impact.