IC SMT GIRJA DEVI

IC SMT GIRJA DEVI was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in JAISINGHPUR block of SULTANPUR district of Uttar Pradesh. The school consists of Grades from 9 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 0 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 No Boundary Wall 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 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.

IC SMT GIRJA DEVI: A Rural Secondary School in Uttar Pradesh

IC SMT GIRJA DEVI is a private, co-educational secondary school located in the rural JAISINGHPUR block of SULTANPUR district, Uttar Pradesh, India. Established in 2002, this school offers education from classes 9 to 12, following the State Board curriculum for both 10th and 12th-grade examinations. The school’s instruction medium is Hindi.

The school’s infrastructure includes a private building with one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities for students. Importantly, the school provides access for disabled students via ramps. However, the school lacks a boundary wall, electricity, a library, a playground, and computer-aided learning facilities. Drinking water is supplied through hand pumps.

Despite the lack of certain amenities, the school boasts a dedicated teaching staff. Five male teachers provide instruction to the students. The school’s management is classified as “Pvt. Unaided,” indicating its private and non-subsidized nature. The absence of a pre-primary section means the school focuses solely on secondary education.

The school’s operational details reveal it operates on an annual academic calendar starting in April. The school building is not utilized as a shift-school and is not a residential school.

The school’s location in a rural area presents both challenges and opportunities. Accessibility is ensured through an all-weather road, facilitating easy access for students regardless of weather conditions. However, the absence of modern amenities like electricity and computer labs underscores the need for further development and resource allocation.

While the lack of a library and computer facilities represents limitations, the school’s focus on providing quality education using Hindi as the medium of instruction highlights its commitment to serving the local community. The presence of functional toilets and ramps demonstrates a commitment to inclusivity and basic student well-being.

The school’s reliance on hand pumps for drinking water indicates a need for exploration of more sustainable and reliable water sources. This aspect, coupled with the absence of a boundary wall, underscores potential safety and infrastructural improvements.

The absence of female teachers on staff merits further investigation to understand the underlying reasons and explore strategies to ensure gender balance in teaching staff.

IC SMT GIRJA DEVI serves a crucial role in providing secondary education within its rural setting. Its unique challenges and existing strengths highlight the need for a balanced approach to educational development, focusing on both infrastructural improvements and the continued dedication of its teaching staff.

Future development plans should ideally focus on securing electricity, building a library, providing computer-aided learning resources, and potentially establishing a playground. This would not only enhance the overall learning environment but also contribute to a more holistic and engaging educational experience for students.