UPG P S 4D RICKSHAW STAND

UPG P S 4D RICKSHAW STAND was established in 2003 and it is managed by the Department of Education. It is located in Urban area. It is located in CHAS block of BOKARO district of Jharkhand. The school consists of Grades from 1 to 5. 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 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 165 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 P S 4D Rickshaw Stand: A Detailed Profile of a Jharkhand Primary School

UPG P S 4D Rickshaw Stand, a primary school located in the urban area of CHAS block, BOKARO district, Jharkhand, offers a glimpse into the educational landscape of rural India. Established in 2003 under the Department of Education, this co-educational institution caters to students from classes 1 to 5. The school’s unique name reflects its proximity to a rickshaw stand, highlighting its integration within the local community.

The school building, a government structure, houses two classrooms, each maintained in good condition, along with two additional rooms dedicated to non-teaching activities. The school boasts a library containing 165 books, a valuable resource for students’ learning and development. Importantly, the school provides mid-day meals, prepared and served on the premises, ensuring students have access to nutritious food.

While the school lacks electricity and a boundary wall, it does offer access to clean drinking water through hand pumps. The school’s commitment to inclusivity is evident in the provision of ramps for disabled children, ensuring equal access to education for all. Two female teachers are dedicated to providing instruction in Hindi, the school’s medium of instruction. The school’s academic year commences in April, aligning with the regional calendar.

The school’s infrastructure, while basic, serves its purpose effectively. The absence of a computer lab or computers reflects the challenges faced by many rural schools in providing advanced learning resources. The absence of a playground highlights a need for outdoor recreational facilities. The absence of a pre-primary section indicates the school focuses primarily on primary education.

Despite lacking certain modern amenities, the school strives to offer a quality education to its students. The presence of a library and the mid-day meal program demonstrate a commitment to holistic development. The school’s manageable size, with only two teachers, allows for personalized attention and interaction, fostering strong teacher-student relationships.

The school’s location in an urban area suggests accessibility, although precise information regarding the availability of all-weather roads is warranted. The absence of contact details such as phone numbers or email addresses hinders direct communication. The lack of data on the Head Teacher limits further insights into the school’s administrative structure.

Further investigation into the school’s resources, particularly the potential for future infrastructure development, is essential for a comprehensive understanding of its capacity and potential. The availability of updated information, including contact details, could significantly enhance the school’s profile and facilitate communication with stakeholders.

In conclusion, UPG P S 4D Rickshaw Stand, despite its resource constraints, provides essential primary education in a rural setting. The provision of basic amenities, coupled with the dedication of its teachers, signifies a commitment to providing quality education to its students. Future improvements, such as electrification, the addition of a playground, and improved technological resources, could further enhance the school’s educational impact. The school’s ongoing operation reflects the importance of education in the community it serves. Continued support and investment will be crucial to ensure the school’s continued success.