P.M.S. DURAWALKALA

P.M.S. DURAWALKALA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in ROBERTSGANJ block of SONBHADRA district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 Government building. It has got 4 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 No Boundary Wall 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 a library and has 100 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 Provided and Prepared in School Premises providing mid-day meal.

P.M.S. Durawalkala: A Rural Upper Primary School in Uttar Pradesh

P.M.S. Durawalkala is a government-run upper primary school located in the rural Robertsganj block of Sonbhadra district, Uttar Pradesh. Established in 2010, this co-educational institution caters to students from classes 6 to 8, offering a crucial stage of education in the region. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and curriculum guidelines. Its rural location highlights its significant role in providing educational access to underserved communities.

Infrastructure and Resources:

The school comprises four classrooms, all in good condition, ensuring adequate space for learning activities. While lacking a boundary wall and electricity, the school possesses a library stocked with 100 books, offering students access to supplemental reading materials. Hand pumps provide a reliable source of drinking water, a critical necessity for the students and staff. Furthermore, the presence of one boys’ toilet and one girls’ toilet addresses basic sanitation needs. Ramps for disabled access are available, demonstrating a commitment to inclusivity. The school also provides mid-day meals, prepared and served on the premises, ensuring students receive proper nourishment.

Academic Details and Teaching Staff:

The instruction medium at P.M.S. Durawalkala is Hindi, reflecting the local linguistic landscape. A single female teacher heads the school, complemented by a head teacher, ensuring a dedicated and focused teaching environment. The school follows the Others board for classes 10 and 10+2, indicating a flexible and adaptable academic approach. The absence of pre-primary sections and computer-aided learning facilities suggests areas for potential future development and expansion.

Accessibility and Community Impact:

The school is accessible via an all-weather road, facilitating convenient access for students and staff regardless of weather conditions. The school’s commitment to providing education in a rural setting underscores its importance in the community, enabling children to access education regardless of location. Its contribution to the development of the community by providing quality education cannot be overstated.

Areas for Improvement and Future Potential:

While P.M.S. Durawalkala provides essential educational services, several areas hold potential for improvement. The lack of electricity and a boundary wall presents opportunities for infrastructure upgrades. The absence of computer-aided learning and a playground could be addressed through future development projects. Acquiring additional resources and technology would enhance the school’s educational offerings.

Conclusion:

P.M.S. Durawalkala serves as a vital educational resource in its rural community. Despite its limitations, the school’s dedication to providing quality education to its students is evident. With continued support and investment, the school could enhance its facilities and resources, fostering an even more enriched learning environment. Its commitment to inclusivity, as evidenced by the ramps for disabled children, highlights its dedication to ensuring accessibility for all students.

Keywords: P.M.S. Durawalkala, Rural School, Uttar Pradesh, Education, Co-educational, Upper Primary, Government School, Hindi Medium, Library, Drinking Water, Sanitation, Accessibility.

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