UPG MS BELTAND

UPG MS BELTAND was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in GAMHARIA block of SARAIKELA KHARSAWAN 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 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 200 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 MS Beltand: A Rural Primary School in Jharkhand, India

UPG MS Beltand, a government-run primary school in Jharkhand, India, serves students from Class 1 to Class 8. Established in 2002, this co-educational institution is managed by the Department of Education and is located in the rural GAMHARIA block of SARAIKELA KHARSAWAN district. The school’s instruction medium is Hindi, reflecting the local linguistic landscape.

The school’s infrastructure includes two classrooms housed in a government building. While lacking a boundary wall and electricity, the school provides essential facilities such as hand pumps for drinking water, separate boys’ and girls’ toilets, and a library containing 200 books—a valuable resource for the students. The absence of a playground is a notable aspect of the school’s current facilities.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. The school prepares and provides midday meals, ensuring students receive proper nourishment. The school does not offer pre-primary education, and there are no computers or a computer-aided learning lab, which highlights potential areas for future development.

The school’s academic offerings align with a primary and upper primary curriculum (classes 1-8). The school follows an academic calendar starting in April, adhering to the standard academic schedule in the region. Accessibility to the school is ensured by an all-weather road, facilitating easy access for students and staff.

The school’s management is committed to providing a basic level of education within its resource constraints. The lack of certain amenities, like a boundary wall, electricity, and computers, represents opportunities for improvement and enhancement of the learning environment.

While the school lacks some modern amenities found in more developed institutions, the presence of a library, functional toilets, and a dedicated teaching staff suggests a commitment to educating the children of the community. The provision of midday meals is a significant contribution to students’ well-being, addressing potential nutritional deficiencies.

The school’s rural location necessitates a unique approach to educational provision. Addressing the infrastructural deficits could significantly enhance the quality of education offered. This includes acquiring electricity, constructing a boundary wall, and integrating technology through computer-aided learning.

The two male teachers play a crucial role in providing a consistent learning experience for students. Their commitment highlights the dedication of the educational staff in serving the community despite the resource challenges. Future development plans should focus on increasing teaching staff and improving infrastructural deficiencies.

The school’s reliance on hand pumps for drinking water underlines the importance of providing reliable access to clean water. Ongoing maintenance and monitoring of the water supply are vital to ensure students’ health and well-being.

UPG MS Beltand represents a significant contribution to education in a rural area. While challenges remain, the school’s continued operation reflects the community’s commitment to education and the dedication of its staff. Further investment and support from government agencies or NGOs could greatly improve the school’s facilities and provide a richer learning experience for the students.