GOVARDHAN DAS RADHADEVI S.S.MA

GOVARDHAN DAS RADHADEVI S.S.MA was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KATRA BAZAR block of GONDA district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 9 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 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 100 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.

Govardhan Das Radhadevi S.S.MA: A Comprehensive Profile of a Rural Primary School

Govardhan Das Radhadevi S.S.MA, a private, co-educational primary school, stands as a vital educational institution serving the rural community of Katra Bazar, Gonda district, Uttar Pradesh. Established in 2002 under private, unaided management, the school plays a crucial role in providing primary education to the region. Its location in a rural area highlights its dedication to serving underserved communities.

The school’s infrastructure consists of a sturdy pucca building, housing nine well-maintained classrooms designed for effective teaching and learning. Electricity ensures a conducive learning environment, while the presence of a functional library stocked with 100 books promotes a love for reading and academic exploration. A dedicated playground allows for physical activity and recreation, contributing to the holistic development of the students.

Access to clean drinking water is ensured through functional hand pumps, reflecting a commitment to the students’ well-being. Separate functional toilet facilities are available for both boys (two) and girls (one), promoting hygiene and sanitation. The school also thoughtfully provides ramps for disabled children, ensuring inclusivity and accessibility for all students.

The school’s academic focus centers on primary education (classes 1-5), with Hindi serving as the primary medium of instruction. A dedicated team of nine teachers, comprising four male and five female educators, provides personalized attention to the students. The head teacher, Rajesh Prasad Pandey, leads the school’s educational initiatives, ensuring a cohesive and effective learning experience.

The school’s management is committed to providing a safe and enriching learning environment. The presence of a head teacher’s room further contributes to the effective administration and management of the school’s resources and activities. The school’s commitment to maintaining a pucca boundary wall ensures the safety and security of its students.

While the school does not offer computer-aided learning or a midday meal program, its strong foundation in traditional teaching methods, coupled with its robust infrastructure and dedicated teaching staff, makes it a valuable asset to the community. The absence of these amenities is likely due to resource constraints, highlighting the need for further support and development.

The school’s accessibility is further enhanced by its location on an all-weather road, ensuring that students can attend school regardless of weather conditions. The school’s academic year follows the standard April commencement, aligning with the broader educational calendar of Uttar Pradesh.

In conclusion, Govardhan Das Radhadevi S.S.MA stands as a testament to the importance of primary education in rural India. Despite lacking certain amenities, the school’s commitment to providing quality education, its well-maintained infrastructure, and its dedicated teaching staff make it a valuable educational institution for the children of Katra Bazar. Further support and investment could enhance the school’s capacity and help it further contribute to the community’s development.

The school’s unique characteristics, such as its rural location, private management, and focus on primary education, make it a valuable case study in understanding the dynamics of education in underserved communities. The information provided offers a comprehensive profile for educational researchers, policymakers, and anyone interested in the landscape of primary education in India.

Future initiatives could focus on improving access to technology and potentially expanding the midday meal program to further support the students’ holistic development. The school’s success relies heavily on continued community support and engagement to ensure its long-term viability and effectiveness in educating the future generations of Katra Bazar.