MAA SHARDA GIC

MAA SHARDA GIC 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 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 2 boys toilet and it is functional. and 2 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

MAA SHARDA GIC: A Comprehensive Overview of a Rural Uttar Pradesh School

MAA SHARDA GIC, a private, co-educational school in the rural area of JAISINGHPUR block, SULTANPUR district, Uttar Pradesh, offers a valuable educational service to the community. Established in 2002, this upper primary school with secondary and higher secondary sections (grades 6-12) plays a vital role in the educational landscape of the region. Its private, unaided management ensures a focused approach to teaching and learning.

The school’s infrastructure comprises a pucca building with three well-maintained classrooms dedicated to instruction. The facility also includes two boys’ toilets and two girls’ toilets, ensuring basic sanitation needs are met. Reliable electricity and hand pumps provide essential services, contributing to a functional learning environment. The school’s commitment to modern pedagogy is evident in its computer-aided learning lab, although computers themselves are not currently available.

The school’s teaching staff consists of six male teachers, all dedicated to providing quality education. Hindi serves as the primary language of instruction. The school follows the State Board curriculum for both class 10th and class 12th examinations. It operates on a standard academic calendar, commencing its sessions in April. The school operates within a rural setting and is accessible via all-weather roads. The absence of a school playground or library indicates areas where potential improvements could enhance the learning experience.

The school’s management structure is characterized by its private, unaided status, highlighting its independence and unique approach. Its co-educational nature caters to both boys and girls, promoting inclusivity and equal opportunities. The absence of a pre-primary section indicates the school’s specific focus on upper primary and secondary education.

The school’s location in a rural area underscores its significance in providing educational opportunities to students in a region that may have limited access to other educational institutions. Its commitment to providing a functional learning environment despite resource limitations highlights the dedication of the teaching staff and the management.

The school’s infrastructure, though modest, meets the basic requirements for teaching and learning. The availability of electricity and functional sanitation facilities reflects a commitment to providing a safe and comfortable learning environment for the students.

The school’s reliance on hand pumps for drinking water suggests a need for further infrastructural development. Although lacking a playground and library, its focus on academics and the provision of basic amenities is noteworthy. The absence of certain amenities, such as a playground and library, could be addressed through future development initiatives to further enrich the students’ learning experience.

The absence of female teachers and other specific details within the provided data highlights potential areas for further investigation and development. While the school’s current state of affairs is positive, future development projects focusing on improving facilities and expanding its resources could significantly enhance the educational prospects offered by MAA SHARDA GIC.

The commitment of the six male teachers to imparting quality education in a resource-constrained environment is commendable. Their dedication forms the bedrock of MAA SHARDA GIC’s educational contribution to the community.

Finally, the school’s information is limited, so further investigation could reveal more valuable insights into the school’s operations, achievements, and overall impact on the students and the wider community.