UPG PS KUSHAWA DAMAR

UPG PS KUSHAWA DAMAR was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in KHARAUNDHI 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 5 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 80 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 Kushawa Damar: A Rural Primary School in Jharkhand, India

UPG PS Kushawa Damar, a government-run primary school, serves the rural community of Kharaundi block in Garhwa district, Jharkhand. Established in 2003 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s commitment to providing a quality education is evident in its various facilities and resources.

The school building, a government structure, houses five well-maintained classrooms dedicated to instruction. Two additional rooms cater to non-teaching activities, including a designated space for the school’s teachers. While lacking a boundary wall and electricity, the school successfully delivers its educational programs.

Despite the absence of electricity and a boundary wall, the school prioritizes the well-being of its students. A functional hand pump provides access to clean drinking water, a crucial element in maintaining hygiene and health. Separate functional boys’ and girls’ toilets further support the students’ needs.

The school’s commitment to enriching learning extends beyond the classroom. A playground provides a valuable space for recreational activities and physical development, promoting a healthy and balanced lifestyle for the students. Furthermore, the school boasts a library containing 80 books, offering students access to a wide range of reading materials and fostering a love for literature.

The school’s curriculum is conducted entirely in Hindi, ensuring that the language used aligns with the students’ linguistic background and promotes effective communication within the classroom. The midday meal program, prepared and provided on the school premises, addresses the students’ nutritional requirements, contributing to their overall well-being.

The school’s teaching staff comprises two male teachers who are dedicated to providing quality education to the students. The absence of pre-primary sections indicates that the school specifically caters to the primary school-aged children. The school currently does not utilize computer-aided learning or have any computers available for teaching purposes.

The school’s accessibility is enhanced by its location on an all-weather road. The academic session begins in April, adhering to the standard academic calendar of the region. The school’s provision of ramps for disabled children ensures inclusivity and accessibility for all students, demonstrating a commitment to catering to the needs of diverse learners.

The absence of a head teacher’s dedicated room reflects the school’s current structure and operational style. This aspect might highlight potential areas for growth and development within the school’s infrastructure to better support staff and educational needs.

The school’s management by the Department of Education ensures adherence to established educational standards and provides a structure for administrative and resource support. This partnership underscores the government’s commitment to providing quality primary education within rural communities. The school’s location and facilities collectively shape its unique characteristics and operational effectiveness within its local context.

In conclusion, UPG PS Kushawa Damar serves as a vital educational institution in its community, providing foundational learning opportunities despite its resource limitations. Its dedication to providing a safe, nurturing, and accessible learning environment underscores its significance within the educational landscape of rural Jharkhand.