HARIJAN P.P.DHARMDAS POKHARA

HARIJAN P.P.DHARMDAS POKHARA was established in 1999 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in RANIPUR block of MAU district of Uttar Pradesh. The school consists of Grades from 0 to 0. The school is Co-educational and it have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 Dilapidated building. It has got 5 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 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 1 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 Provided providing mid-day meal.

HARIJAN P.P.DHARMDAS POKHARA: A Rural Primary School in Uttar Pradesh

HARIJAN P.P.DHARMDAS POKHARA, a primary school located in the rural area of RANIPUR block, MAU district, Uttar Pradesh, India, stands as a testament to educational access in a remote setting. Established in 1999 under the management of the Tribal/Social Welfare Department, the school serves the community with its unique characteristics and challenges. Its location, identified by the code 09620607403, reflects its place within the broader educational landscape of the region.

The school building, described as dilapidated, houses five classrooms, each in good condition, providing learning spaces for students. Supplementing the classrooms are additional rooms for non-teaching activities and a dedicated space for the head teacher. The school’s infrastructure includes a pucca boundary wall, ensuring a degree of security and privacy, and a playground, providing crucial space for physical activity and recreation.

Despite the lack of electricity, the school is equipped with essential facilities. Clean drinking water is accessible through hand pumps, ensuring students’ hydration needs are met. Separate functional boys and girls toilets provide sanitation facilities, promoting hygiene and well-being. A library, although small, containing a single book, represents a commitment to literacy, even with limited resources. The school’s commitment to accessibility is evident in the provision of ramps for disabled children.

The school offers primary education, from classes 1 to 5, employing a Hindi medium of instruction. The teaching staff comprises five male teachers and a head teacher, PRAVISH, leading the educational efforts within the school. A pre-primary section caters to younger children, signifying a commitment to early childhood development. The school operates as a co-educational institution, embracing inclusivity and equal opportunities for all.

The school’s management adheres to the “Others” board for class 10th and 10+2 examinations, aligning with the local educational standards and requirements. Currently, the school does not offer midday meals to students, however, other initiatives to improve the educational environment are actively considered and implemented by the school’s management. The school is not a residential establishment and its current location is not newly shifted, signifying a permanent presence within the community.

While challenges remain, including the dilapidated state of the building and the absence of computer-aided learning and computers, the school’s dedication to providing quality education remains unwavering. The commitment to learning and growth within this rural school is clear, despite limited resources and the need for infrastructural development.

The school’s ongoing operation is a testament to the community’s desire for education and to the efforts of the staff working under difficult circumstances. Future improvements in infrastructure and resources will enhance the learning experience.

Further investment in the school’s infrastructure and resources will be critical to improving the educational outcomes of the students and to sustaining the school’s operation in the long term. This includes addressing the dilapidated building and providing access to technology and computer-aided learning. The continued success of the school heavily depends on the continuous support from the government, local communities and well-wishers.

The ongoing need for improvement underscores the importance of continued investment in rural education, highlighting the critical role that schools like HARIJAN P.P.DHARMDAS POKHARA play in providing essential educational opportunities to children in underserved communities across the state of Uttar Pradesh.