U.M.S.KARAMA, KARAHARA

U.M.S.KARAMA, KARAHARA: A Comprehensive Profile of a Bihar Primary School

U.M.S.KARAMA, KARAHARA, a government-run primary school in Bihar, India, stands as a testament to the ongoing efforts in providing basic education in rural areas. Established in 1972 under the Department of Education, the school serves the community of JHAJHA block in the JAMUI district. Its location in a rural setting highlights its crucial role in bridging the educational gap in underserved regions.

The school's infrastructure comprises three classrooms, each maintained in good condition, ensuring a conducive learning environment for its students. The school building, while functional, lacks a boundary wall, presenting a challenge in terms of security and perimeter control. Electricity is available but currently non-functional, underscoring the need for maintenance and repair.

U.M.S.KARAMA offers a comprehensive primary education from classes 1 to 8, following a co-educational model and employing a dedicated team of seven teachers – three male and four female educators. Hindi serves as the primary language of instruction. Importantly, the school provides midday meals, prepared and served on the premises, addressing a critical nutritional need for the students.

The school's facilities include separate boys' and girls' toilets, ensuring basic sanitation needs are met. Hand pumps provide access to drinking water, a significant resource in rural areas where clean water can be scarce. While the school boasts a library with a collection of 200 books, the lack of a playground limits extracurricular activities and physical recreation opportunities. Furthermore, the absence of computer-aided learning facilities and computers highlights a gap in technology integration within the curriculum. The school's management is committed to providing ramps for disabled access, demonstrating a commitment to inclusivity.

The academic curriculum at U.M.S.KARAMA follows the Others board for classes 10th and 10+2. The school's commitment to providing quality education despite resource limitations is noteworthy. The absence of a pre-primary section may indicate future development potential.

The school's operational details show it operates on a standard academic calendar, with the session commencing in April. It functions as a non-residential school and does not operate as a shift school. Its accessibility via all-weather roads ensures students can attend consistently regardless of weather conditions.

The information presented underscores the need for continued investment in educational infrastructure and resources within rural communities. While U.M.S.KARAMA demonstrates commitment to providing a foundational education, addressing the needs for electricity, a playground, and increased technological integration would significantly enhance the learning experience for its students.

The school's management, under the Department of Education, plays a vital role in advocating for and securing the necessary resources to uplift the school's facilities and capabilities. The collaborative efforts of the teachers, the community, and educational authorities will be instrumental in overcoming the current challenges and fostering further growth.

U.M.S.KARAMA, KARAHARA represents a microcosm of the challenges and triumphs of rural education in India. Its story serves as a reminder of the importance of providing equitable access to quality education, regardless of geographic location or socioeconomic circumstances. The dedication of the teaching staff and the ongoing efforts to provide a supportive learning environment are testaments to their unwavering commitment.

The continued monitoring and evaluation of the school's progress, coupled with targeted interventions to address its infrastructural and resource gaps, will be vital in ensuring U.M.S.KARAMA continues to serve its community effectively and contribute to the advancement of its students' educational journey.

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.