UPG PS SINGH BASTI BALIYAD

UPG PS SINGH BASTI BALIYAD was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in NIRSA block of DHANBAD 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 a playground. The school has a library and has 139 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 Singh Basti Baliyad: A Rural Primary School in Jharkhand, India

UPG PS Singh Basti Baliyad is a government-run primary school located in the rural area of NIRSA block, DHANBAD district, Jharkhand, India. Established in 2002 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s primary instruction medium is Hindi.

The school’s infrastructure includes a government-owned building comprising four classrooms, all in good condition. While the school lacks a boundary wall and electricity, it boasts essential amenities such as a playground and a library containing 139 books. Drinking water is accessible via hand pumps, and separate functional toilets are available for boys and girls. Ramps for disabled students ensure accessibility.

The school’s teaching staff consists of one male teacher and one female teacher, totaling two educators. The school provides and prepares mid-day meals on its premises, ensuring students receive a nutritious lunch. The absence of a pre-primary section and computer-aided learning facilities reflects the school’s basic operational structure.

Though the school is classified under “Others” for Class 10th and 10+2 boards, it offers a fundamental primary education to the community. This indicates a potential need for resources and support to enhance the curriculum and infrastructure.

The school’s lack of electricity underscores a significant challenge faced by many rural educational institutions in India. This limitation directly impacts the effectiveness of teaching and learning, particularly in the absence of computer-aided learning. Securing a reliable power supply is crucial for enhancing educational outcomes.

The presence of a library, though small, highlights a commitment to fostering literacy among students. The availability of 139 books, while not extensive, offers a basic resource for learning and broadening students’ knowledge. Expanding the library’s collection could significantly benefit the students.

The school’s rural setting presents both opportunities and challenges. While it serves a vital role in educating the local community, access to resources and advanced educational technologies may be limited. Bridging this gap through initiatives and partnerships is essential to ensuring the school’s continued success.

The school’s operational model, managed directly by the Department of Education, positions it within the established governmental framework. However, collaboration with local organizations and community members could enhance resource mobilization and support for students. This participatory approach can supplement government efforts and create a stronger, more resilient learning environment.

The provision of mid-day meals is a critical aspect of the school’s operation. This program ensures that students receive a proper meal, combating hunger and improving their ability to focus on their studies. The program’s success underscores the significance of addressing the nutritional needs of students for improved learning outcomes.

The absence of computers and a computer lab highlights a need for technological integration. Introducing computer literacy programs and digital learning resources could greatly benefit students, equipping them with essential skills for the modern world. Access to technology can bridge the educational gap and improve their future prospects.

UPG PS Singh Basti Baliyad plays a crucial role in providing primary education to children in its rural community. Addressing the identified infrastructural and technological limitations, coupled with continued community engagement, will ensure the school’s sustained growth and contribution to the educational landscape of Jharkhand.