U.M.S. KHALSADHIBRI GIRLS

U.M.S. Khalsadhibri Girls School: A Comprehensive Profile

U.M.S. Khalsadhibri Girls School, established in 1952, serves the rural community of Nawada district in Bihar, India. Managed by the Department of Education, this primary and upper primary school (classes 1-8) plays a vital role in providing education to the region's children. The school's commitment to education is evident in its dedicated teaching staff and available resources.

The school building, owned by the government, houses eight classrooms in good condition, ensuring a suitable learning environment for students. While lacking a boundary wall and electricity connection, the school compensates with essential facilities. A functional library boasts 300 books, offering students valuable reading resources. The provision of hand pumps ensures access to clean drinking water, a crucial element for the students' well-being. Separate, functional boys' and girls' toilets cater to the students' hygiene needs. The school's commitment to accessibility is demonstrated by its ramps for disabled children, ensuring inclusivity within the learning environment.

The teaching staff comprises eleven educators, with eight male teachers and three female teachers. Hindi serves as the primary language of instruction. Meals are provided and prepared on the school premises, addressing the nutritional needs of the students. The school's co-educational structure promotes a balanced learning experience.

The school's academic structure extends from class 1 to class 8, providing a comprehensive primary and upper primary education. The school follows an "Others" board for both class 10th and 10+2 examinations, showcasing a flexibility in curriculum choices. The absence of a pre-primary section might pose a slight limitation, yet the school's focus remains on the primary and upper primary levels.

Despite the absence of certain amenities such as a playground and computers, the school displays a robust commitment to providing fundamental educational resources. The absence of computer-aided learning and a computer lab reflects areas for potential future development.

The school's location in a rural area signifies its importance in bridging the educational gap in underserved communities. The school's accessibility via all-weather roads ensures that students can attend school regardless of weather conditions. The school's operational structure, starting its academic session in April, aligns with the broader educational calendar in the region.

U.M.S. Khalsadhibri Girls School, despite its challenges, serves as a beacon of educational opportunity for the children of Nawada. The dedicated staff, coupled with the fundamental facilities, create a supportive learning environment for the students. The school’s existence since 1952 highlights its longevity and its impact on the community.

The school's strengths lie in its dedicated teaching staff, its commitment to providing meals, and its accessible location. The school’s efforts to ensure a basic, functional learning space showcase a commitment to the local community’s children. Further development, in areas such as technology integration and infrastructure enhancements, could significantly enhance the educational experience.

The school's profile indicates a need for community involvement and potential support for infrastructural improvements. This could involve providing electricity, improving playground facilities, and introducing computer-aided learning programs. These advancements could further enhance the educational opportunities for the students and contribute to the school’s overall effectiveness.

In summary, U.M.S. Khalsadhibri Girls School embodies the spirit of education in a rural setting. Its perseverance and dedication to providing basic education are commendable, and future developments will likely further strengthen its contribution to the community. The school's future progress will depend on sustained support from governmental bodies, local communities, and educational organizations.

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.