UPGRADED M S AMARTHA (2005-06)

UPGRADED M S AMARTHA (2005-06) was established in 1934 and it is managed by the Department of Education. It is located in Rural area. It is located in KARAKAT block of ROHTAS district of Bihar. 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 0 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.

Upgraded Middle School Amartha: A Comprehensive Profile

Upgraded Middle School Amartha, established in 1934, serves the rural community of Karakat block in Rohtas district, Bihar. Managed by the Department of Education, this co-educational institution provides primary and upper primary education (classes 1-8), playing a vital role in the local community’s educational landscape. The school’s rich history, coupled with its current offerings, makes it a significant contributor to the region’s educational development.

The school boasts six classrooms, all in good condition, ensuring ample space for effective learning. Supporting the academic environment is a functional library, though currently without books, and a dedicated room for the head teacher. The school’s commitment to student well-being is evident in the provision of functional boys and girls toilets, crucial for maintaining hygiene and safety. Access to clean drinking water is ensured through hand pumps. The school’s infrastructure is supported by a governmental building. A notable feature is the presence of ramps, ensuring accessibility for disabled students.

The teaching staff comprises a dedicated team of 14 teachers – nine male and five female – all committed to providing quality education. The instruction medium is Hindi, reflecting the local language and ensuring effective communication within the classroom. The school’s academic calendar follows the standard April start, aligning with the national academic year. The provision of midday meals, prepared on the school premises, further supports the students’ holistic development and addresses nutritional needs.

The school’s management emphasizes the importance of a conducive learning environment. While it currently lacks electricity and a boundary wall, the school’s leadership is actively working to improve these aspects. The absence of computer-aided learning and computers in general currently limits opportunities for technology-integrated learning, though this may change as the school continues to develop.

The school’s academic curriculum follows the “Others” board for both class 10th and 10+2, indicating a focus on a specific regional or national curriculum. The commitment to holistic education is evident in the school’s facilities and the dedication of its teaching staff. The school serves a vital purpose in the community, providing access to education for children from the surrounding rural area.

Though lacking a pre-primary section, the school’s focus remains on delivering quality education to students in grades 1 to 8. The administration’s commitment to accessible and inclusive education is demonstrated by the inclusion of ramps for disabled students.

The school operates within a rural setting, serving a geographically dispersed student population. The easily accessible location ensures that children from all backgrounds have the opportunity to receive education. The school’s infrastructure, while showing areas for potential improvement, demonstrates a functional and operational learning space.

The school’s long history speaks to its commitment to the local community, consistently providing educational opportunities for generations of students. The administration’s focus on maintaining functional facilities, including toilets and drinking water, showcases the prioritization of student health and well-being.

Future developments at Upgraded Middle School Amartha could include the addition of a computer lab, electricity connection, and a boundary wall to further enhance the learning environment. These improvements would significantly contribute to the overall effectiveness of the school and its commitment to providing a high-quality education.

In conclusion, Upgraded Middle School Amartha serves as a vital educational institution in the rural community, providing a foundation for learning and personal growth for its students. While there is room for improvement, the school’s dedication to its students and its commitment to quality education are commendable and represent a significant contribution to the community.