JOKHANA DAVI I.C. MANJHARIYA

JOKHANA DAVI I.C. MANJHARIYA was established in 2012 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KHESARAHA block of SIDDHARTHNAGAR 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 1 boys toilet and it is functional. and 1 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 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.

Jokhana Davi I.C. Manjhariya: A Comprehensive Profile of a Rural Upper Primary School

Jokhana Davi I.C. Manjhariya, a private, co-educational school located in the rural heart of Uttar Pradesh, India, offers a unique educational experience catering to students from classes 6 to 12. Established in 2012 under private unaided management, the school plays a vital role in the community, providing access to secondary and higher secondary education.

The school’s infrastructure, while modest, is well-maintained. The three classrooms are in good condition, and the school boasts a functional playground, essential for the physical development of its students. The presence of both boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic environment for all learners. Reliable electricity and access to drinking water via hand pumps are also noteworthy features. The school building itself is constructed with pucca (permanent) materials, ensuring durability and longevity.

The school’s academic program is structured around the State Board curriculum for both class 10 and 10+2 levels, with Hindi serving as the primary language of instruction. The teaching staff comprises 15 educators, including 14 male and 1 female teacher, reflecting the dedication of the school to providing quality education within the community.

The school’s location in the Khesaraha block of Siddharthnagar district places it firmly within a rural setting, serving students from the surrounding villages. The accessibility of the school, ensured by an all-weather road, contributes to consistent attendance. The school year begins in April, aligning with the broader academic calendar in the region.

Despite its modest size, the school’s commitment to providing a nurturing environment is evident. The absence of a pre-primary section focuses the school’s resources on delivering high-quality secondary and higher secondary education. The lack of computer-aided learning facilities reflects a focus on traditional teaching methods, although this may represent an opportunity for future development and modernization.

The school’s management model, as a Pvt. Unaided institution, showcases a commitment to providing education independent of government support, thus relying heavily on student fees and private funding to maintain operation. The school’s rural setting and the significant number of male teachers compared to female teachers reflects potential societal influences within this particular area.

The school’s operational details, including the lack of a library and the absence of computer technology, point to the potential need for resource improvements. These aspects could be areas for future expansion and development to better enhance the students learning experience and ensure they have access to current learning technologies and expanded educational resources.

Furthermore, the lack of information on a head teacher further highlights the potential need for transparency and information updates within the school’s profile. Providing clear leadership information is essential for building community trust and facilitating smoother school operations.

The Jokhana Davi I.C. Manjhariya school serves as an important educational institution within its community, offering valuable secondary and higher secondary education. Though limited in certain resources, its dedicated teaching staff and functional facilities are vital contributions to the students’ educational journeys and opportunities. Future development focused on technology, library facilities, and transparency in leadership could significantly enhance the school’s overall capabilities.

In summary, Jokhana Davi I.C. Manjhariya is a vital community asset providing much needed education in a rural setting. While certain improvements in resources and technology are desirable for future growth, the school currently offers a functional and accessible education system for students seeking to complete their secondary and higher secondary studies. Its establishment and continued operation demonstrates a strong commitment to education within the community it serves.