UPG MS GORANDA JETKE MOHALITOLA

UPG MS GORANDA JETKE MOHALITOLA was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in BORIO block of SAHIBGANJ 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 a 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 MS Goranda Jetke Mohalitola: A Comprehensive Profile of a Rural Primary School in Jharkhand, India

UPG MS Goranda Jetke Mohalitola, a government-run primary school in Jharkhand, India, stands as a testament to the dedication towards rural education. Established in 2002 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation in learning. Located in the rural area of Borio block, Sahibganj district, the school’s accessibility via an all-weather road ensures that students can attend regardless of weather conditions. The academic year commences in April, following the standard Indian academic calendar.

The school’s infrastructure includes a government-provided building equipped with seven classrooms, all in good condition. These classrooms facilitate effective teaching and learning, providing adequate space for the student body. Furthermore, the school boasts a functional playground and a library stocked with 100 books, enriching the learning experience beyond the formal curriculum. The presence of a library underscores the commitment to fostering a love of reading and independent learning among the students.

While the school lacks some modern amenities, its basic needs are met. The provision of a mid-day meal, prepared and served within the school premises, addresses the nutritional needs of the students, ensuring their health and well-being. Separate functional toilets for boys and girls are available, reflecting an attention to hygiene and gender sensitivity.

The school’s teaching staff comprises three teachers—two male and one female—who work diligently to impart knowledge. The instruction medium is Hindi, aligning with the local linguistic environment and ensuring clarity in communication. The school follows the “Others” board for classes 10 and 10+2, suggesting a flexibility in curriculum choices.

The school’s absence of a pre-primary section and computer-aided learning facilities highlights areas for potential future development. The lack of electricity and a boundary wall also presents opportunities for infrastructural improvements that could further enhance the learning environment and enhance safety.

Despite these limitations, the school’s commitment to providing quality education in a rural setting is evident. The presence of a playground and library, along with the provision of mid-day meals, suggests a holistic approach to education, addressing both academic and non-academic needs.

The school’s management, under the Department of Education, plays a crucial role in ensuring the school’s operation and access to resources. Further development and investment in the school would significantly improve its capabilities, enabling it to provide an even more enriching educational experience for the students it serves.

The school’s location in a rural setting underscores the challenges and opportunities of providing education in underserved areas. Efforts to improve access to resources and infrastructure would greatly benefit the school and the community it serves.

In conclusion, UPG MS Goranda Jetke Mohalitola exemplifies the importance of basic education in rural India. While challenges remain, the school’s commitment to providing quality learning within its limitations is a positive sign. Continued support and investment in infrastructure and resources would help the school reach its full potential, empowering the next generation of students in the region.

The school’s operational details, including its teaching staff, the provision of mid-day meals, and the available infrastructure, demonstrate a focused approach to educating the children in its care. The school’s commitment to its students and their educational journey is noteworthy.