UPG RAJKIYAKRIT M S KUMARDIH (JHALBARDA)

UPG RAJKIYAKRIT M S KUMARDIH (JHALBARDA) was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in CHANDANKIYARI block of BOKARO district of Jharkhand. The school consists of Grades from 1 to 8. 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 245 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 Rajkiyakrit M S Kumardih (Jhalbarada): A Rural Primary School in Jharkhand

UPG Rajkiyakrit M S Kumardih (Jhalbarada), a government-run primary school in Jharkhand, India, offers a glimpse into rural education. Established in 1959, this co-educational institution serves students from Class 1 to Class 8, playing a vital role in the community’s educational landscape.

The school, managed by the Department of Education, boasts six classrooms in good condition, catering to the educational needs of its students. Despite lacking electricity and a boundary wall, the school provides essential facilities such as a functioning playground and a library stocked with 245 books. This resourcefulness reflects the school’s commitment to providing a conducive learning environment despite infrastructural limitations.

Access to clean drinking water is ensured through hand pumps, a practical solution for the rural setting. The school is equipped with one boys’ toilet and one girls’ toilet, highlighting its focus on basic sanitation needs. Notably, ramps for disabled children provide accessibility to classrooms. Meals are provided and prepared on the school premises, reflecting a dedication to student well-being.

The school’s instructional medium is Hindi, reflecting the local linguistic context. Its three male teachers dedicate their efforts to educating the students. While the school lacks a pre-primary section and computer-aided learning facilities, it adheres to the “Others” board for Class 10 and 10+2, indicating adaptability to the educational structure of the region.

The school’s rural location influences its accessibility, characterized by an all-weather road. The April start of the academic session aligns with the regional educational calendar. The absence of a head teacher in the provided data might point to a temporary vacancy or an oversight in the data entry. Similarly, the lack of female teachers, as noted in the data, is an aspect that warrants further consideration in the context of gender balance in education.

This school’s journey highlights the challenges and successes of rural education in India. Despite resource constraints, the institution perseveres, providing essential education to students. The school’s infrastructure, while basic, serves its purpose. The dedication of the teaching staff is evident in their commitment to providing quality education in a resource-constrained environment.

Further information, such as the exact location coordinates and contact details, would improve the comprehensive understanding of the school’s operations and its interaction with the community. The need for additional resources, particularly in technology and infrastructure development, is apparent.

The school’s commitment to providing meals demonstrates a holistic approach to education, recognizing the importance of nutrition in student performance. The provision of toilets addresses a crucial aspect of hygiene and well-being.

UPG Rajkiyakrit M S Kumardih (Jhalbarada) embodies the dedication of rural educators in providing essential education despite challenges. Its impact extends beyond the classroom, contributing to the socio-economic progress of the local community. Efforts towards further improvement of facilities will enhance the educational experiences of its students.

The school’s existence showcases the vital role that such institutions play in developing human capital within rural communities. The perseverance of the school and its staff despite limited resources underscores a dedication to education that deserves appreciation and support.

The data available provides a valuable snapshot of the school’s operations and the challenges faced in delivering quality education in a resource-constrained setting. Further research and updates would provide a more complete picture.