1238 MAA CHANDIKA BALIKA I C PURE RAMDEV GAURADAND

1238 MAA CHANDIKA BALIKA I C PURE RAMDEV GAURADAND was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADWA-CHANDRIKA block of PRATAPGARH district of Uttar Pradesh. The school consists of Grades from 6 to 12. 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 Private building. It has got 6 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 But Broken boundary wall. The school has 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 2 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

1238 Maa Chandika Balika Inter College: A Detailed Profile

1238 Maa Chandika Balika Inter College, a private, unaided girls’ school located in the rural area of Sadwa-Chandrika block, Pratapgarh district, Uttar Pradesh, stands as a testament to the ongoing efforts to expand educational opportunities in India. Established in 2010, this upper primary school offers education from classes 6 to 12, following the State Board curriculum. Its commitment to girls’ education is a significant factor in its operational profile.

The school’s infrastructure comprises six classrooms in good condition, housed in a private building with a pucca but broken boundary wall. Reliable electricity ensures uninterrupted learning, while hand pumps provide access to drinking water. The absence of a playground or library does not diminish the school’s dedication to imparting quality education. The school’s two functional girls’ toilets highlight a focus on providing essential facilities for its student population.

The teaching staff consists of twelve teachers, with five male and seven female educators, led by Head Teacher Ashok. The school’s use of Hindi as the instruction medium caters to the local linguistic environment, reinforcing a sense of cultural relevance. Importantly, the school is accessible via an all-weather road, ensuring consistent student attendance regardless of weather conditions. Its academic year begins in April, aligning with the typical Indian academic calendar.

The school’s management prioritizes delivering a comprehensive education. While lacking computer-aided learning facilities and a library, its focus remains steadfast on delivering the core curriculum. The absence of a pre-primary section indicates a specific focus on providing education to girls at the upper primary and secondary levels. The decision to not offer a midday meal is likely reflective of the economic realities of the region and the school’s operational capabilities.

The school’s geographical location in a rural area signifies its role in bridging the education gap in underserved communities. The absence of ramps for disabled children indicates an area for potential future improvement, reflecting the ongoing need for inclusive infrastructure development. The lack of computers emphasizes the reliance on traditional teaching methods, suggesting possibilities for future technological enhancement.

Further expansion of facilities, such as the addition of a library and playground, would significantly enhance the learning environment. The school’s dedication to educating girls in a rural setting serves as a model for community-focused educational initiatives. Continued improvements in infrastructure and the incorporation of technology could further enhance its educational offering.

The school’s success hinges on its teachers’ dedication and the community’s support. Future growth could incorporate partnerships with local organizations or government initiatives to secure resources for facility upgrades and technological integration. Such advancements would ensure that the students of 1238 Maa Chandika Balika Inter College receive a comprehensive education that prepares them for future success.

In conclusion, 1238 Maa Chandika Balika Inter College exemplifies the commitment to education in underserved regions. While certain infrastructural elements require improvement, the school’s steadfast dedication to providing quality education to girls in a rural area remains commendable. The ongoing effort to improve facilities and incorporate modern teaching methodologies ensures that the school will continue to grow and flourish.

The school’s profile highlights both its strengths and areas for development, offering valuable insights into the challenges and successes of educational initiatives in rural India. The data underscores the continuous need for investment in infrastructure, resources, and teacher training to ensure equitable access to quality education for all children. With continued support, 1238 Maa Chandika Balika Inter College is poised to play an even more significant role in empowering the next generation of women.