DV IC DHANGHATA

DV IC DHANGHATA was established in 1962 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in HAINSAR BAZAR block of SANT KABIR NAGAR district of Uttar Pradesh. The school consists of Grades from 6 to 12. The school is Co-educational 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 3 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 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 4 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a 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 10 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

DV IC Dhanghata: A Comprehensive Profile of a Rural Upper Primary School in Uttar Pradesh

DV IC Dhanghata, a private aided school in Uttar Pradesh, India, stands as a testament to the enduring pursuit of education in rural communities. Established in 1962, this co-educational institution serves students from classes 6 to 12, playing a vital role in shaping the future of the region. Its location in the Hainsar Bazar block of Sant Kabir Nagar district underscores its commitment to providing accessible education to a largely rural population.

The school’s infrastructure, while modest, is functional and designed to support the learning process. The three existing classrooms are well-maintained, indicating a focus on creating a conducive learning environment. The presence of a pucca boundary wall and reliable electricity supply further enhance the school’s functionality and safety. Importantly, the school boasts four boys’ and four girls’ toilets, highlighting a commitment to providing basic sanitary facilities for students.

A significant asset of DV IC Dhanghata is its computer-aided learning lab, equipped with ten functional computers. This technology integration demonstrates a proactive approach to incorporating modern teaching methods and preparing students for the digital age. The school’s dedication to providing a holistic education extends to the provision of midday meals, prepared and served on the school premises. This crucial initiative ensures that students have the nourishment needed for optimal learning and growth.

The school’s commitment to accessibility is further demonstrated by the presence of ramps for disabled children, ensuring that all students have equal access to educational opportunities. Although the school lacks a library, the availability of hand pumps for drinking water highlights a dedication to fulfilling basic needs. The presence of a playground offers students a space for recreation and physical activity, contributing to a well-rounded educational experience.

The school’s academic program, which uses Hindi as the medium of instruction, follows the State Board curriculum for both classes 10 and 10+2. The teaching staff comprises 25 teachers, including 24 male teachers and one female teacher, reflecting the demographics of the local community. The school’s rural setting and its commitment to providing a quality education, despite its relatively basic resources, highlights its importance in the local area.

The school’s management structure, being private aided, suggests a unique collaborative model involving both private and public entities. This approach may allow for greater flexibility and adaptation to the specific needs of the community. The school’s operational details highlight a commitment to providing an accessible education to students in grades 6 to 12.

Despite the absence of a pre-primary section, the school’s focus remains on delivering quality secondary and higher secondary education. This concentration on the upper primary and secondary levels underscores its role in preparing students for further education and future careers. The school’s unwavering commitment to providing essential services demonstrates a dedication to serving the needs of its students and the community it serves.

The absence of information regarding a head teacher and the school’s contact details limits the scope of this profile. Future updates could include information on leadership, contact information, and enrollment data for a more complete picture. Nevertheless, the existing details provide a strong foundation for understanding the school’s structure, resources, and commitment to providing education in a rural setting.

Furthermore, the school’s commitment to providing a safe and healthy environment is evident in the presence of essential amenities, such as functional toilets, drinking water, and a playground. These factors contribute to a learning environment conducive to student growth and development. The school’s operational details paint a picture of an institution striving to provide a quality education despite its resource limitations.

In conclusion, DV IC Dhanghata represents a significant contribution to education in rural Uttar Pradesh. Its blend of basic infrastructure, technological integration, and a dedicated teaching staff reflects a determined commitment to providing accessible quality education to the local community. While further details would provide a more comprehensive understanding of the institution, the available information clearly showcases its important role in the region.