UPG P S TENUGHAT NO 2

UPG P S TENUGHAT NO 2 was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in GOMIYA 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 3 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 150 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 Tenughat No. 2: A Comprehensive Overview of a Rural Primary School in Jharkhand, India

UPG P S Tenughat No. 2, a government-run primary school in Jharkhand, India, serves as a vital educational hub for the rural community. Established in 2006 under the Department of Education, this co-educational institution provides primary education from classes 1 to 5, with Hindi as the primary language of instruction. The school’s rural location underscores its significance in bridging the educational gap in underserved areas.

The school’s infrastructure comprises three classrooms, housed in a government building, ensuring a suitable learning environment for students. While lacking a boundary wall and electricity, the school provides essential facilities including separate boys’ and girls’ toilets and a functional hand pump for drinking water. The presence of a library stocked with 150 books highlights the school’s commitment to fostering a love of reading and learning beyond the classroom.

The teaching staff consists of a single male teacher, dedicated to providing quality education to the students. The school’s management emphasizes the provision of mid-day meals, prepared and served on the premises, addressing the nutritional needs of the children. The school’s curriculum focuses on the primary level (classes 1-5), with no pre-primary section. The absence of computer-aided learning facilities and computers emphasizes the need for further resource allocation to enhance the learning experience.

The school’s operational details reveal a commitment to serving the local community. The school operates within a standard academic calendar, commencing sessions in April. The “Others” board designation for classes 10th and 10+2 suggests a unique curriculum adapted to the needs of the rural context. The school’s accessibility via an all-weather road facilitates regular attendance for students and teachers.

This school’s lack of a playground highlights a potential area for improvement in extracurricular activities. The absence of ramps for disabled children indicates a need for future infrastructure development to ensure inclusivity.

Despite some limitations in infrastructure and resources, UPG P S Tenughat No. 2 plays a crucial role in providing primary education to the children of the Tenughat No. 2 village. The dedicated teacher and the commitment to providing mid-day meals are testament to the school’s dedication to providing a nurturing and supportive learning environment.

The school’s location in the Gomiya block of Bokaro district positions it within a broader educational network. Further collaboration and resource allocation from local and state authorities could help to enhance the school’s facilities and resources.

The school’s data provides a valuable snapshot of the challenges and opportunities faced by rural primary schools in India. Addressing the infrastructural gaps and expanding educational resources would significantly improve the educational outcomes for the students of UPG P S Tenughat No. 2.

The information presented illustrates the need for ongoing investment and support for rural primary schools. Such investments are crucial for ensuring equitable access to quality education for children in underserved communities. Efforts to improve infrastructure, provide technological resources, and enhance teacher training will play a significant role in achieving this goal.

Future development plans for UPG P S Tenughat No. 2 should prioritize improvements to the school’s infrastructure, including electricity and a playground. The addition of computer-aided learning tools and resources could significantly enhance the students’ learning experience and prepare them for the demands of the 21st-century job market.

The success of UPG P S Tenughat No. 2 relies not only on infrastructural improvements but also on the continued dedication of its teaching staff and the support of the local community. A collaborative approach involving local authorities, non-governmental organizations, and community members will be essential in ensuring that this vital educational institution continues to thrive and provide quality education to the children of Tenughat No. 2.