UPG.M.S.GIRLS KEDLI KALAN

UPG.M.S.GIRLS KEDLI KALAN was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in HUNTERGANJ block of CHATRA 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 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 a library and has 225 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.M.S. GIRLS KEDLI KALAN: A Comprehensive Overview of a Rural Jharkhand School

UPG.M.S. Girls Kedli Kalan, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural heartland of Jharkhand. Established in 1956, this co-educational school, managed by the Department of Education, serves the community of Hunterganj block in Chatra district. Its location presents both opportunities and challenges, reflecting the realities of education in underserved areas.

The school’s infrastructure comprises four classrooms, all reported to be in good condition, providing space for instruction. While lacking a boundary wall and electricity, the school boasts a library containing 225 books, a crucial resource for student learning. The availability of hand pumps ensures access to drinking water, a fundamental necessity. Importantly, ramps are in place to ensure accessibility for students with disabilities.

The school’s teaching staff consists of one male teacher and two female teachers, totaling three educators dedicated to providing quality education. The instruction medium is Hindi, reflecting the local linguistic landscape. Meals are provided and prepared on the school premises, addressing a critical need for student nutrition and well-being.

The school’s academic offerings cater to students from Class 1 through Class 8. While it lacks a pre-primary section and computer-aided learning facilities, its curriculum aligns with the needs of its student population. It’s important to note that the school utilizes “Others” as the board for both Class 10th and Class 10+2 examinations.

The absence of a playground may limit extracurricular activities, yet the presence of a library and functional toilets underscores the school’s commitment to providing a conducive learning environment. This underscores the resourcefulness of the school in maximizing the available facilities.

The school’s rural location presents unique challenges, including the lack of electricity and a boundary wall. However, the community’s commitment to education is evident in the school’s continued operation and the dedication of its teachers.

The school’s infrastructure, though basic, adequately serves its purpose. The availability of classrooms, a library, and toilets, coupled with the provision of meals, highlights a concerted effort to provide essential educational resources.

Furthermore, the accessibility features, such as the ramps for disabled students, showcase a commitment to inclusivity and equal opportunities.

Looking ahead, addressing the lack of electricity and a boundary wall would significantly enhance the school’s infrastructure and learning environment. The potential integration of computer-aided learning could further modernize the educational experience.

Despite its challenges, UPG.M.S. Girls Kedli Kalan serves as a testament to the resilience and dedication of educators and the community’s commitment to education in a rural setting. Its continued operation provides a crucial educational foundation for the children of Kedli Kalan.