UPGRADED M S SAMARDIHA (2005-06)

UPGRADED M S SAMARDIHA (2005-06) was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in SASARAM 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 Pucca But Broken 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 202 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 Samardiha: A Comprehensive Overview

Upgraded Middle School Samardiha, established in 1957, stands as a cornerstone of education in the rural landscape of Bihar, India. Managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, offering a primary and upper primary curriculum. Its location in the SASARAM block of ROHTAS district makes it easily accessible via all-weather roads. The school’s academic session commences in April, aligning with the broader educational calendar of the region.

The school’s infrastructure comprises a government-owned building, housing six well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities, and a designated space for the head teacher. The school’s boundary is defined by a pucca (brick) wall, although it is currently in need of repairs. While electricity is currently unavailable, the school ensures access to potable water through functional hand pumps, a crucial amenity in a rural setting.

Sanitation facilities are provided through separate, functional toilets for boys and girls. The school also boasts a library, rich with 202 books, fostering a culture of reading and learning among its students. Accessibility for students with disabilities is ensured by the provision of ramps, facilitating seamless access to classrooms. Although the school currently lacks a computer lab and computer-aided learning facilities, the availability of a robust library and dedicated classrooms speaks to its commitment to quality education.

The school’s faculty consists of 7 male teachers and 5 female teachers, totaling 12 dedicated educators under the guidance of the head teacher, BACHU LAL SINGH. Hindi serves as the primary medium of instruction, reflecting the linguistic landscape of the region. The school provides mid-day meals, prepared on the school premises, ensuring that students have access to nutritious food.

The absence of a pre-primary section and the use of ‘Others’ as the board for classes 10 and 10+2 suggests the school’s focus on the primary and upper-primary curriculum. This might reflect the specific educational needs and resources of the surrounding community.

The school’s rural setting and its basic infrastructure underscore the challenges and opportunities present in delivering quality education in underserved areas. The school’s commitment to providing a safe and conducive learning environment, despite lacking certain modern amenities, showcases its dedication to educating its students.

The school’s ongoing operations and the continued support from the Department of Education represent a commitment to providing essential educational opportunities to the children of the community.

Further improvements, particularly in the areas of electricity and computer-aided learning, would significantly enhance the educational experience of the students, bringing Upgraded Middle School Samardiha in line with evolving educational standards.

The school serves as an example of the vital role that government-run institutions play in providing essential education in rural India, highlighting both the existing strengths and areas for potential growth. Future investment in this institution would significantly contribute to the educational empowerment of its students.

The dedication of the teachers and the community’s reliance on Upgraded Middle School Samardiha underscore the importance of this institution in the broader fabric of the community it serves. Continued support and development of the school is essential to ensure the ongoing success of its students and the well-being of the community.