UPG P.S. KORIYA TAND

UPG P.S. KORIYA TAND was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in BISHNUGARH block of HAZARIBAG 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 4 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 no library and has 0 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. KORIYA TAND: A Rural Primary School in Jharkhand

UPG P.S. KORIYA TAND, a government primary school located in the rural BISHNUGARH block of HAZARIBAG district, Jharkhand, offers a glimpse into the educational landscape of a rural Indian community. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5.

The school’s infrastructure comprises a government building with four classrooms, all in good condition, ensuring a suitable learning environment for its students. While lacking a boundary wall and electricity, the school provides essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. The absence of a playground and library reflects the resource limitations faced by many rural schools.

The school’s teaching staff includes two male teachers and one female teacher, totaling three educators dedicated to providing instruction. Hindi serves as the primary language of instruction, making learning accessible to the local community. The school operates on an academic calendar that commences in April.

Interestingly, the school operates as a purely primary school, focusing solely on the foundational years of education (Classes 1-5). It lacks a pre-primary section, and its affiliation with “Others” for Class 10 and 10+2 boards suggests a focus on localized curriculum and examinations.

The school’s management is overseen by the Department of Education, a crucial aspect that signifies government support and oversight in its operational aspects. The school provides mid-day meals, prepared and served within the school premises, highlighting a commitment to students’ nutritional needs. This initiative underscores the government’s efforts to address both educational and nutritional gaps in rural areas.

The absence of computer-aided learning facilities and computers, along with the lack of a library, underscores the challenges faced in bridging the digital divide and promoting comprehensive learning resources. The school’s reliance on hand pumps for drinking water further reflects the infrastructure needs within the rural context.

Although the school lacks certain amenities found in more urban settings, its core function of providing primary education remains strong. The dedicated teaching staff and the provision of mid-day meals demonstrates a commitment to the students’ well-being and academic progress.

The school’s location in a rural area highlights the importance of government support for such institutions, as they play a vital role in providing foundational education and contributing to the development of rural communities.

The school’s characteristics – a government-run, rural primary school with limited resources – provides a typical example of educational facilities in many parts of rural India. Understanding these features helps to address systemic challenges and develop more effective strategies for improving educational access and quality in underserved areas.

The information provided about UPG P.S. KORIYA TAND offers valuable insights into the realities of rural education in India and the need for continuous improvements in infrastructure, resource allocation, and technological integration to enhance the learning experiences for students in such settings.