UPG PS CHOUDHURY TOLA TISAR TETUKA

UPG PS CHOUDHURY TOLA TISAR TETUKA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in MERAL block of GARHWA 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 6 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 a playground. The school has a library and has 120 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 PS Choudhury Tola Tisar Tetuka: A Rural Primary School in Jharkhand

UPG PS Choudhury Tola Tisar Tetuka, a government-run primary school located in the rural heart of Jharkhand, serves the educational needs of children in the MERAL block of GARHWA district. Established in 2004 under the Department of Education, this co-educational institution provides primary education from classes 1 to 5, exclusively using Hindi as the medium of instruction. The school’s accessibility is ensured by an all-weather road, allowing students to attend regardless of weather conditions. The academic year begins in April, aligning with the regional calendar.

The school’s infrastructure includes a government-provided building with six classrooms in good condition, sufficient for the current student population. Additional rooms are available for non-teaching activities, including a dedicated space for the head teacher. A key feature is the presence of a functional library stocked with 120 books, promoting reading and learning beyond the classroom. The school also boasts a playground, offering a crucial space for physical activity and recreation. Furthermore, the availability of hand pumps provides a reliable source of drinking water for students and staff. Sanitary facilities are catered for with separate functional toilets for boys and girls. Ramps for disabled children ensure inclusivity and accessibility throughout the school grounds.

The teaching staff comprises two male teachers dedicated to providing quality education. The school operates as a primary school only (classes 1-5) and is not a residential school. Importantly, the school is committed to providing mid-day meals, ensuring students receive proper nourishment to support their learning. The school’s management emphasizes a comprehensive approach, combining academics with extracurricular activities and prioritizing the well-being of its students.

While the school lacks a boundary wall and electricity connection, its commitment to education remains steadfast. The absence of computer-aided learning and computers in general reflects the challenges faced by many rural schools in accessing technological resources. However, the presence of a library, playground, and functional sanitary facilities demonstrates a dedication to providing a basic level of educational infrastructure and essential services.

The school’s rural location underscores the challenges faced in providing quality education in underserved areas. Despite resource constraints, the school continues to function as a vital community institution, providing much-needed education to children in the region. The school’s dedication to providing a foundational education in Hindi underscores the importance of localized language instruction.

The lack of pre-primary sections and other advanced academic levels reflects the school’s focus on providing a solid foundation in primary education. This strategic approach prioritizes the fundamental learning years for students, before they move on to more advanced education.

The provision of mid-day meals highlights the school’s proactive role in addressing the nutritional needs of its students. This crucial service contributes significantly to improving student health, attendance, and academic performance.

The absence of female teachers presents an opportunity for future growth and development. Increased diversity in teaching staff would broaden perspectives and better cater to the diverse needs of the student body.

The school’s reliance on hand pumps for drinking water illustrates the importance of sustainable and reliable water sources in rural areas. Maintaining these systems is crucial for the health and safety of the students and staff.

The lack of a boundary wall underscores the need for enhanced security measures to create a safe and protected learning environment. Further investment in infrastructure improvements would significantly benefit the school. These improvements could include the installation of electricity and computer-aided learning facilities.

The UPG PS Choudhury Tola Tisar Tetuka, despite its limitations, remains an important educational institution serving the community. Continued support and investment will further strengthen its capacity to provide quality education to the children of this rural area.