UPG GOVT MS PAHARDANRU

UPG Govt MS Pahardanru: A Comprehensive Profile of a Rural Primary School in Jharkhand, India

UPG Govt MS Pahardanru, a government-run primary school in Jharkhand, India, stands as a testament to the ongoing efforts to provide education in rural areas. Established in 1992 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a foundational education crucial for the community's development. The school's location in the rural PESHRAR block of LOHARDAGA district presents both opportunities and challenges, highlighting the importance of its continued operation.

The school's infrastructure consists of a government-provided building, equipped with four classrooms conducive to learning. While lacking a boundary wall and electricity, the school's functional well provides a reliable source of drinking water, a crucial factor in maintaining a healthy learning environment. The presence of separate boys' and girls' toilets emphasizes the school's commitment to providing a safe and inclusive space for all students.

Further bolstering the educational experience is the school's library, stocked with 50 books, providing students with access to supplementary reading materials. The absence of a playground, while noteworthy, does not diminish the school's core function of delivering quality education. Importantly, the school provides midday meals, prepared and served on the premises, ensuring students receive adequate nutrition to support their learning.

The instructional medium at UPG Govt MS Pahardanru is Hindi, reflecting the local linguistic landscape. The teaching staff comprises three male teachers, dedicated to imparting knowledge and fostering a positive learning atmosphere. The school's commitment to accessibility is demonstrated by the availability of ramps for disabled children, promoting inclusivity within the student body. The absence of computers and computer-aided learning facilities highlights potential areas for future development and improvement.

While the school functions without a pre-primary section, its focus remains steadfast on delivering a comprehensive primary and upper primary education. The absence of a head teacher is a significant detail that deserves attention and may impact school administration. The school's management structure, falling under the Department of Education, ensures a degree of oversight and support.

The school's academic curriculum aligns with the Others board for both Class 10 and Class 10+2 examinations, reflecting its commitment to providing a standard education aligned with local requirements. The decision to utilize the Others board suggests flexibility and an adaptation to meet the specific educational needs of the region. The absence of contract teachers indicates a reliance on a stable, permanent teaching staff.

The school's accessibility is aided by its location on an all-weather road, ensuring that students and teachers can reach the school regardless of weather conditions. The school year commences in April, aligning with the regional academic calendar. The details regarding the school's location (latitude and longitude) are currently unavailable, but its physical address and pin code (835304) are available for those seeking to locate it.

UPG Govt MS Pahardanru's operational details, while highlighting certain limitations, underscore the school's resilience and commitment to providing education in a rural setting. The school's success hinges on continued support, both in terms of resources and infrastructure improvements, to ensure the ongoing education of the children in its care.

The lack of certain amenities, such as electricity and a computer lab, presents opportunities for future development and modernization. Addressing these shortcomings could significantly enhance the quality of education provided and create a more stimulating learning environment for the students. The focus should remain on providing the best possible learning conditions for these students.

The provision of mid-day meals and the availability of ramps for disabled children demonstrate an active commitment to inclusivity and holistic child development, showcasing a desire to provide support beyond academic instruction. Future planning should consider upgrading infrastructure and providing essential resources like electricity and computers to enhance teaching methodologies and student outcomes.

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.