UPGRADED URDU M S BARTALI KALA (2007-08)

UPGRADED URDU M S BARTALI KALA (2007-08) was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in CHENARI 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 9 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 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 200 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 Urdu Middle School Bartali Kala: A Comprehensive Overview

Upgraded Urdu Middle School Bartali Kala, established in 1956, serves the rural community of Chenari block in Rohtas district, Bihar. Managed by the Department of Education, this co-educational institution provides primary and upper primary education, encompassing classes 1 through 8. The school’s instruction medium is Hindi.

The school’s infrastructure includes a government-owned building with nine well-maintained classrooms, ensuring a conducive learning environment for its students. The school also boasts a library, stocked with 200 books, fostering a love of reading and learning beyond the classroom. Accessibility is a key focus, with ramps for disabled students ensuring inclusivity. The availability of hand pumps provides a reliable source of drinking water for the students and staff. Furthermore, the school provides and prepares mid-day meals on the premises, addressing the nutritional needs of its students.

The teaching staff comprises six male and two female teachers, totaling eight educators dedicated to providing quality education. The school’s commitment to education is further emphasized by its adherence to a structured academic calendar, with the academic session commencing in April. Despite lacking a pre-primary section and a playground, the school’s focus remains steadfastly on providing a holistic educational experience within its existing resources. The school operates without the need for contract teachers, highlighting the stability and commitment of its teaching workforce.

The school’s facilities also include two functional boys’ toilets and one functional girls’ toilet, ensuring basic sanitation needs are met. While the school lacks a boundary wall and computer-aided learning facilities, its strong foundation in providing basic education and fulfilling essential needs remains a testament to its commitment to the community. The school’s absence of computers reflects a focus on traditional teaching methods, however, the availability of a library and other basic resources helps compensate.

The absence of a boundary wall is a point to consider for future development, potentially improving security and creating a defined school perimeter. The school’s “Others” designation for class 10th and 10+2 boards suggests a flexible approach to curriculum and certification. The school’s location in a rural area highlights its critical role in providing educational opportunities to children who may otherwise lack access.

The lack of a playground represents a potential area for future improvement, as extracurricular activities and physical education are vital components of a well-rounded education. Investing in a playground would significantly enhance the overall learning experience. This would also create a space for recreation and social interaction amongst the students, fostering a positive school environment.

Looking ahead, there are several opportunities for growth and development at Upgraded Urdu Middle School Bartali Kala. Investing in computer-aided learning and potentially constructing a boundary wall would enhance the school’s facilities and provide a more modern and secure learning environment. Securing additional resources could allow for the expansion of the library, enrichment of the curriculum, and the addition of extracurricular activities.

The school’s dedication to providing quality education within its constraints is commendable. The positive aspects, such as the dedicated teachers, provision of mid-day meals, and commitment to inclusive practices, demonstrate a strong foundation for future growth. The school’s history, established in 1956, speaks to its longevity and its importance within the local community.

This school serves as a vital educational hub for the rural community, playing a crucial role in shaping the future of its students. Its ongoing operation and commitment to education represent a significant contribution to the development of the region. The emphasis on basic necessities, combined with the potential for future improvements, makes Upgraded Urdu Middle School Bartali Kala a significant educational institution deserving of attention and support. The school’s dedication to its students, amidst existing resource limitations, underscores the importance of accessible and inclusive education in rural areas.