M.P.S.P.M.P.V. MOHAN UNNAO

M.P.S.P.M.P.V. MOHAN UNNAO was established in 1997 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in HASANGANJ block of UNNAO district of Uttar Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t 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 Private 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 150 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

M.P.S.P.M.P.V. MOHAN UNNAO: A Comprehensive Profile of a Rural Primary School

M.P.S.P.M.P.V. MOHAN UNNAO, a private, co-educational primary school located in the rural HASANGANJ block of UNNAO district, Uttar Pradesh, has been serving the community since its establishment in 1997. The school, under the Pvt. Unaided management, offers a comprehensive primary and upper primary education, encompassing classes 1 through 8. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a private building with five well-maintained classrooms dedicated to teaching. While lacking electricity, the school boasts a functional hand pump providing essential drinking water. Sanitation facilities are available with one boys’ toilet and one girls’ toilet. Adding to its resources, the school possesses a library stocked with 150 books and a designated playground for recreational activities. The presence of ramps ensures accessibility for disabled students. Importantly, the school incorporates computer-aided learning, despite lacking computers for individual student use.

The teaching staff consists of five teachers, including one male teacher and four female teachers, and one head teacher, SHIPERA. The school’s academic structure adheres to the “Others” board for classes 10 and 10+2. The school operates as a non-residential institution, not utilizing the school building for any shift system. The school’s academic year commences in April.

The school’s location in a rural setting underscores its commitment to providing quality education to underserved communities. The availability of essential facilities, such as the library and playground, enriches the learning environment beyond the classroom. The school’s utilization of computer-aided learning demonstrates an adoption of modern teaching methodologies, emphasizing the integration of technology even in the absence of dedicated computers.

The school’s management operates under the Pvt. Unaided model, reflecting a commitment to providing education independently of government funding. This private initiative plays a crucial role in supplementing the government’s efforts to provide widespread access to education.

The provision of toilets for both boys and girls reflects a commitment to gender equality and hygiene. The presence of ramps highlights the school’s focus on inclusivity, ensuring that students of all abilities have equal access to education.

The school’s reliance on a hand pump for drinking water highlights the need for further infrastructural development in providing reliable water sources. However, the existing hand pump fulfills an essential need and provides access to clean drinking water for students and staff.

The school’s location in a rural area indicates its significant contribution to bridging the educational gap between urban and rural areas. The school’s efforts in providing quality education in a rural setting contribute to the development of the community and enhance its social and economic progress.

The presence of a functional library highlights the school’s emphasis on fostering a love of reading and learning among students. The provision of 150 books offers a valuable resource for expanding students’ knowledge and broadening their horizons.

The school’s physical structure, described as having a pucca boundary wall, suggests a secure and well-maintained campus conducive to learning. The lack of electricity, however, presents a challenge that requires attention to enhance the school’s overall functionality and teaching capabilities.