P.M.S.CHANDRAKHA BUJURG

P.M.S.CHANDRAKHA BUJURG was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in GILAULA block of SHRAWASTI 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 6 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 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 Provided but not Prepared in School Premises providing mid-day meal.

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

P.M.S. Chandrakha Bujurg is a government-run upper primary school located in the rural area of Gilaula block, Shravasti district, Uttar Pradesh. Established in 2004, this co-educational institution caters to students from classes 6 to 8, offering a Hindi-medium education. The school’s management falls under the Department of Education, ensuring adherence to government standards and curriculum.

The school infrastructure comprises a sturdy pucca building, equipped with six well-maintained classrooms dedicated to instruction. While lacking computer-aided learning facilities and electricity, the school prioritizes providing a functional learning environment. A key feature is the presence of a playground, fostering physical activity and outdoor learning opportunities for the students. The school’s commitment to student well-being is reflected in the provision of hand pumps for drinking water and separate functional toilets for boys and girls.

The school boasts a dedicated team of three female teachers, headed by a principal, Sushilla Kumari Panday. The absence of male teachers doesn’t hinder the educational process, with the focused efforts of the existing staff ensuring the delivery of a quality education. Meals are provided to the students, although they are not prepared on school premises.

The school’s academic focus is on delivering the upper primary curriculum (classes 6-8), with the students eventually pursuing higher education through other boards for class 10 and beyond. The lack of a pre-primary section and library facilities highlights areas for potential future development and expansion. The school’s rural setting emphasizes its role in providing access to education in underserved communities.

The absence of computers and a computer lab underscores the need for technological upgrades. However, the school’s commitment to providing a basic yet functional learning environment remains evident. The school’s strong foundation in delivering a core curriculum, alongside the availability of essential facilities, underlines its important role in the community.

The provision of midday meals, although sourced externally, highlights the school’s dedication to supporting students’ nutritional needs. The school’s location is accessible via all-weather roads, ensuring that students can attend regardless of weather conditions. The school year begins in April, aligning with the academic calendar of the region.

The school’s structure, built with a pucca boundary wall, provides a secure and defined learning space. Despite the absence of certain modern amenities, the school remains a vital part of its community, providing quality education to students in a rural setting.

While further improvements in infrastructure and resources are desirable, the school serves as a testament to the dedication of its teachers and the commitment of the Department of Education in bridging educational access gaps.

The future of P.M.S. Chandrakha Bujurg is ripe with potential. Improvements in technology, library resources, and potentially the addition of a pre-primary section could further enhance its educational offerings. Yet, the present state of the school reflects a solid foundation built upon dedication, basic provision and a commitment to the educational needs of the community it serves.

The success of this school hinges on continued support from the local community and the Department of Education. Investing in its infrastructure and resources can transform this already impactful institution into an even more effective center of learning for the children of Shravasti.