UREHAN GIRLS HIGH SCHOOL BIHTA

UREHAN GIRLS HIGH SCHOOL BIHTA was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in BIHTA block of PATNA district of Bihar. The school consists of Grades from 9 to 10. The school is Girls 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 0 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 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 0 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has no playground. The school has a library and has 299 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Urehan Girls High School, Bihar: A Detailed Profile

Urehan Girls High School, located in the rural area of Bihat, Patna district, Bihar, is a government-run institution established in 1971 under the Department of Education. Serving students from classes 9 to 10, it exclusively caters to girls, offering secondary education up to the 10th standard. The school utilizes Hindi as its primary language of instruction, aligning with the regional context.

The school’s infrastructure comprises a pucca (brick) building, though it lacks electricity. Water is supplied via hand pumps, ensuring access to this essential resource. Importantly, the school boasts four functional girls’ toilets, prioritizing the hygiene and safety of its students. Furthermore, a library stocked with 299 books supports academic enrichment and independent learning.

The school’s teaching staff comprises a dedicated team of six teachers – one male and five female – contributing to a student-teacher ratio that facilitates personalized attention. While the school does not provide midday meals, its commitment to education is evident in its provision of 12 functional computers and a computer-aided learning lab. This reflects a modern approach to teaching, integrating technology into the curriculum.

The school’s academic curriculum follows the State Board syllabus for class 10, ensuring adherence to standardized educational benchmarks. This commitment to quality education is further enhanced by the school’s possession of a well-maintained library, facilitating independent study and research. The absence of a playground, however, presents an area for potential improvement in providing holistic development opportunities for the students.

While the school building is in good condition and has additional rooms for non-teaching activities, including a separate space for the head teacher, the lack of electricity remains a significant challenge. The school’s commitment to providing a conducive learning environment is clear, despite this infrastructural limitation. The availability of computers and a computer-aided learning lab counters this deficiency to some extent, demonstrating a forward-thinking approach to education.

The school’s location in a rural area underscores its crucial role in providing educational opportunities to girls in an underserved community. Its status as a girls-only school speaks to a focus on female empowerment and education, a vital aspect of development in the region. The school’s adherence to the State Board curriculum ensures its graduates are well-prepared for further education and opportunities.

The management’s decision to use Hindi as the medium of instruction demonstrates sensitivity to the local linguistic context, maximizing accessibility and understanding for the students. This localized approach to curriculum delivery is crucial for ensuring effective learning and engagement.

Looking towards the future, Urehan Girls High School represents a beacon of opportunity for girls in the Bihat region. The school’s commitment to education, demonstrated by its teachers, resources, and adherence to standards, makes it a valuable asset to the community. The challenges facing the school, primarily the lack of electricity and playground, highlight areas where further investment and support would significantly enhance the educational experience.

The availability of computers and a computer-aided learning lab is a significant strength, modernizing the learning environment and bridging the digital divide. This initiative positions the school for future growth and integration with evolving educational technologies. The school’s well-maintained library further enhances its commitment to academic excellence.

In conclusion, Urehan Girls High School provides vital secondary education to girls in a rural setting, showcasing a dedication to education despite infrastructural limitations. With targeted investments in electricity and a playground, the school has the potential to further enhance its already commendable contribution to the community’s educational landscape. Its focus on female education and modern teaching methodologies positions it as a valuable institution with significant scope for future growth and development.