INDIAN DEVA UPS KHUTAR

INDIAN DEVA UPS KHUTAR was established in 2007 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KHUTAR block of SHAHJAHANPUR district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 Rented 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 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 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 120 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.

INDIAN DEVA UPS KHUTAR: A Comprehensive Profile of a Rural Upper Primary School

INDIAN DEVA UPS KHUTAR, a private unaided school located in the rural area of KHUTAR block, SHAHJAHANPUR district, Uttar Pradesh, stands as a testament to educational access in a remote setting. Established in 2007, this co-educational institution caters to students from classes 6 to 8, providing upper primary education. The school’s structure, facilities, and teaching approach reflect its commitment to providing quality education within its resource constraints.

The school’s infrastructure comprises a rented building with six classrooms, all in good condition, ensuring a conducive learning environment for its students. Complementing the classrooms are additional rooms dedicated to non-teaching activities and a separate office for the head teacher, Rajesh Kumar. The school is equipped with essential amenities, including a functional electricity supply, a pucca boundary wall for safety and security, and a library stocked with 120 books to foster a love for reading.

Outdoor facilities include a playground, providing a vital space for recreation and physical activity, a key element in the holistic development of children. A reliable source of drinking water is provided through hand pumps, ensuring the students have access to clean and safe water throughout the school day. Separate and functional toilet facilities for both boys and girls are also available.

The school’s academic approach is characterized by Hindi as the medium of instruction. The school is managed by a single male teacher, highlighting the dedication of the staff despite limited resources. While the school does not offer a pre-primary section or provide mid-day meals, the existing infrastructure and resources are well-utilized to maximize the learning experience for the students.

The school’s location and accessibility are crucial aspects. It is accessible via an all-weather road, ensuring regular attendance regardless of weather conditions. The academic session commences in April, aligning with the typical academic calendar in India.

Importantly, the school is committed to providing a safe learning environment. While ramps for disabled children are not currently present, the school’s commitment to providing education to all students is evident in other aspects of its operations. The absence of a computer lab and computers further highlights the challenges faced by schools in rural areas, showcasing the need for more resources and technological support.

The school’s management, a private unaided entity, relies on its dedicated staff to deliver quality education. The head teacher’s role is pivotal in navigating the challenges and ensuring smooth operation of the school. The school’s commitment to education in a rural area deserves recognition and support, allowing it to continue providing essential educational services.

The information presented provides a clear overview of INDIAN DEVA UPS KHUTAR. Its strengths lie in its basic yet functional infrastructure, dedicated staff, and commitment to providing education in a remote area. The school’s challenges highlight the need for increased resources and support for rural schools in India.

Further analysis of the school’s performance and student outcomes would offer valuable insights into the effectiveness of its educational approach within its given resource constraints. The overall picture suggests a modest yet dedicated institution striving to provide quality education in a challenging environment. The school’s dedication makes it a significant contributor to the community.

The school serves as a microcosm of the educational landscape in rural India, highlighting both the challenges and the resilience of educational initiatives in underserved communities. The case of INDIAN DEVA UPS KHUTAR underscores the ongoing need for investment in rural education infrastructure and resources to bridge the educational gap.