U.M.S. DIHARI KANYA

U.M.S. Dihari Kanya: A Comprehensive Profile of a Bihar Primary School

U.M.S. Dihari Kanya, a government-run primary school in Bihar, India, stands as a testament to the dedication to education in rural communities. Established in 1970, this co-educational institution provides crucial primary and upper primary education (classes 1-8) to the children of the Bihtā block in Patna district. The school's rural location highlights its vital role in bridging the educational gap in underserved areas.

The school's infrastructure reflects a commitment to providing a conducive learning environment. With six well-maintained classrooms, a functional library stocked with 225 books, and a dedicated playground, U.M.S. Dihari Kanya offers students a holistic educational experience. A pucca (permanent) boundary wall ensures a secure environment, while the availability of electricity and hand pumps for drinking water demonstrates the school's focus on basic amenities. Further emphasizing accessibility, the school features ramps for disabled children, ensuring inclusivity in education. Separate boys' and girls' toilets are provided, contributing to a hygienic and safe learning environment.

The school's academic approach centers on Hindi as the medium of instruction. This reflects the linguistic landscape of the region and ensures effective communication between teachers and students. The dedicated teaching staff comprises three male and five female teachers, working collaboratively to cater to the diverse needs of their students. The school's management falls under the Department of Education, indicating a strong commitment to providing quality public education.

U.M.S. Dihari Kanya offers more than just academics. A crucial aspect of the school's functionality is the provision of mid-day meals, prepared and served within the school premises. This addresses the nutritional needs of the students, ensuring they have the energy and focus required for learning. The school's commitment to providing a nutritious meal underscores its dedication to the holistic development of its students.

The school's operational details reveal a well-structured institution. The academic year commences in April, aligning with the regional academic calendar. The school is easily accessible via an all-weather road, facilitating attendance for students and teachers. The absence of a pre-primary section indicates the school's current focus on primary and upper primary education.

The school's operational model is further defined by its classification as a "Department of Education" managed institution. This indicates adherence to government curriculum standards and access to government resources and support. The absence of reported contract teachers suggests the school employs a permanent teaching staff, implying greater stability and continuity in education delivery.

The data provided clearly showcases U.M.S. Dihari Kanya as a significant contributor to education in its community. The school's infrastructure, along with its dedicated staff and commitment to providing a supportive learning environment, ensures that students receive a quality education, regardless of their background.

By offering a safe, accessible, and well-equipped learning environment, the school provides opportunities for children to reach their full potential. The emphasis on Hindi as the medium of instruction and the provision of midday meals underscore the school's commitment to providing a holistic educational experience that is both inclusive and effective.

The school’s success is intrinsically linked to the collaborative efforts of its teachers, the support from the Department of Education, and the engagement of the community it serves. U.M.S. Dihari Kanya is more than just a school; it is a vital pillar of the local community, fostering educational opportunities and contributing to the overall development of the region.

Further analysis and future assessments could benefit from exploring the school's performance indicators, student outcomes, and community engagement initiatives. This would provide a more comprehensive understanding of the school's impact and its effectiveness in achieving its educational goals within the broader context of rural development.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.