UPGRADED URDU M S BOYS TILAUTHU

UPGRADED URDU M S BOYS TILAUTHU was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in TILOUTHU 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 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 Pucca But Broken 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 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 302 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 for Boys, Tilauthu: A Comprehensive Overview

The Upgraded Urdu Middle School for Boys in Tilauthu, Bihar, stands as a testament to the commitment to education in rural India. Established in 1977 under the Department of Education, this government-run school provides primary and upper-primary education (classes 1-8) to students in the Tilauthu block of Rohtas district. Its rural location underscores its vital role in bringing educational opportunities to underserved communities.

The school’s infrastructure includes four classrooms in good condition, ensuring a conducive learning environment for its students. While the school boasts a functional library with 302 books, the absence of a playground might present a limitation for extracurricular activities. The school’s building, though government-provided, features a pucca but broken wall, highlighting the need for ongoing maintenance and infrastructure improvements.

The school’s commitment to providing a holistic education is evident in its facilities. A reliable source of drinking water, hand pumps, ensures the students’ hydration needs are met. A boys’ toilet adds to the sanitation infrastructure, further demonstrating the school’s efforts to provide a safe and comfortable learning environment. The school’s accessibility is enhanced by its location on an all-weather road, facilitating easier access for students, irrespective of weather conditions.

The school’s teaching staff comprises a dedicated team of four teachers – three male and one female – providing a balanced approach to instruction. Instruction is delivered primarily in Hindi, catering to the linguistic needs of the local population. The school’s management model, under the Department of Education, ensures adherence to established educational standards and curriculum guidelines.

The school’s operation aligns with the academic calendar, commencing its sessions in April. The absence of a pre-primary section and computer-aided learning facilities suggests potential areas for expansion and improvement, which could enhance the quality of education further. Furthermore, the lack of computers and a computer lab limits the potential for incorporating technology into the learning process.

Despite these limitations, the school’s dedicated staff and readily available resources demonstrate a commitment to providing quality education to the students. The school’s existing library and provision of midday meals underscore its dedication to enriching students’ learning experience beyond the classroom.

The school’s management operates under the Department of Education framework, ensuring accountability and adherence to established educational guidelines. This structure brings the resources and oversight necessary to maintain educational quality and standards.

The school’s location in a rural area highlights its critical role in expanding educational access to underserved communities. The school’s continued operation and commitment to providing education to local students emphasizes the importance of education in empowering rural communities.

The presence of a functional boys’ toilet signifies the school’s dedication to providing a sanitary and safe learning environment for its students. This feature underlines the school’s commitment to student well-being and shows recognition of hygiene’s importance in the learning process. The readily accessible hand pumps for drinking water complement these facilities, assuring that the students’ basic needs are met.

The school’s infrastructure, while showing signs of needing repairs (the pucca but broken wall), remains adequate for its purpose. The existence of four classrooms underscores a commitment to providing sufficient space for teaching and learning. The lack of a playground and computer lab suggests potential opportunities for future development and enhancement of the learning environment.