MAHARAJA AGRASEN REC.

MAHARAJA AGRASEN REC. was established in 1974 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BALDEO block of MATHURA district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 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 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 Provided providing mid-day meal.

Maharaja Agrasen REC: A Rural Primary School in Uttar Pradesh

Maharaja Agrasen REC, a primary school located in the rural area of Baldeo block, Mathura district, Uttar Pradesh, India, offers a valuable educational service to its community. Established in 1974, this private unaided co-educational institution provides education from classes 1 to 5, catering to the educational needs of young children in the region.

The school’s infrastructure includes five classrooms housed in a rented building, ensuring a conducive learning environment for its students. The school’s commitment to safety and hygiene is reflected in the presence of functional boys’ and girls’ toilets. The presence of a playground and a library, although currently without books, demonstrates a dedication to providing a well-rounded learning experience that extends beyond the classroom.

Access to clean drinking water is ensured through functional hand pumps, a crucial factor in maintaining the health and well-being of the students. The school’s pucca (brick) boundary wall provides a secure perimeter, offering a safe learning environment. Notably, the school is equipped with ramps for disabled children, demonstrating a commitment to inclusivity.

The school boasts a staff of five teachers, including two male teachers and three female teachers, and a head teacher, P.D.Sharma, who leads the institution. The instruction medium is Hindi, reflecting the local language and facilitating effective communication between teachers and students. The school’s management prioritizes a comfortable and productive learning space, evident in the good condition of the classrooms and the dedicated room for the head teacher.

Although the school does not currently provide midday meals or have access to electricity or computer-aided learning facilities, its commitment to education is evident in its robust curriculum and dedicated staff. The school’s academic focus is solely on primary education (classes 1-5), ensuring a strong foundation for its students.

The school’s rural setting is a significant factor shaping its operational context. Its accessibility by all-weather roads ensures consistent access for students and staff, regardless of weather conditions. The school’s commitment to providing a safe and nurturing learning environment within its resource constraints is commendable.

The absence of a pre-primary section reflects the school’s current focus on primary education. The school’s management structure, as a private unaided institution, allows for flexibility and autonomy in its educational approach. The school operates within the established academic calendar, with the academic session commencing in April.

While lacking some amenities common in more developed schools, Maharaja Agrasen REC remains a crucial part of the community, offering quality primary education to children in a rural setting. The school’s dedication to providing a supportive learning experience, despite its resource limitations, makes it an essential institution in the area.

Further development and investment could greatly enhance the school’s capacity, particularly in areas such as computer-aided learning, library resources, and midday meals. Such improvements would significantly enhance the educational experience for the students.

The school’s future growth and development will undoubtedly depend on continued support from the community, local authorities, and educational organizations. The continued success of Maharaja Agrasen REC stands as a testament to the commitment of its staff and the importance of primary education in shaping the future of its students.