MAKTAB

MAKTAB was established in 1950 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BIHAR block of PRATAPGARH 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. Urdu 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 9 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 But Broken 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 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 not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

MAKTAB: A Rural Primary School in Uttar Pradesh

MAKTAB is a primary school located in the rural area of BIHAR block in PRATAPGARH district of Uttar Pradesh. Established in 1950, this privately managed school provides education for students from Class 1 to Class 5. MAKTAB, a co-educational institution, offers a unique learning experience with Urdu as the medium of instruction.

The school’s physical infrastructure reflects its commitment to providing a conducive learning environment. It boasts a private building with nine well-maintained classrooms, along with two additional rooms for non-teaching activities. The school also has a dedicated room for the headmaster/teacher. The school’s pucca but broken boundary wall ensures a degree of security, while the lack of electricity necessitates alternative learning strategies.

Despite its rural location, MAKTAB prioritizes the well-being of its students. The school provides access to drinking water through functional hand pumps. Hygiene is also a priority, with one functional boys’ toilet and one functional girls’ toilet available on the premises.

Although the school does not have a playground, its nine classrooms cater to the needs of its students. The absence of a library and computers for learning necessitates alternative approaches to enriching the curriculum.

The school’s teaching staff comprises three dedicated individuals, including two male teachers and one female teacher. These teachers work tirelessly to ensure that the school’s curriculum caters to the diverse needs of its students. The lack of pre-primary sections and the absence of computer-aided learning highlights the need for additional resources and support.

The school’s commitment to inclusivity is evident in its focus on accessible facilities. However, the absence of ramps for disabled children underscores the need for further improvements in accessibility.

Despite its challenges, MAKTAB plays a vital role in providing quality education to children in the rural community. Its dedication to providing a safe and nurturing environment, coupled with its commitment to inclusivity, makes it a beacon of hope for the future generation.