P.M.V. MANGAT KHERA

P.M.V. MANGAT KHERA was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in ASOHA block of UNNAO 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 Non-Ashram type (Govt.) 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 11 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 1 computers for teaching and learning purposes and all are functional. 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.V. Mangat Khera: A Rural Upper Primary School in Uttar Pradesh

P.M.V. Mangat Khera, a government-run upper primary school, stands as a vital educational institution serving the rural community of ASOHA block in UNNAO district, Uttar Pradesh. Established in 1996 under the Department of Education, this co-educational school caters to students from classes 6 to 8, offering a crucial link in their educational journey.

The school’s infrastructure comprises a sturdy pucca building, housing 11 well-maintained classrooms dedicated to instruction. While electricity is available, it is currently non-functional, highlighting a need for repair or upgrade. A functional playground provides a much-needed space for recreation and physical activity, complementing the academic curriculum. The school also boasts the accessibility feature of ramps for disabled students, ensuring inclusivity in education.

The dedicated teaching staff consists of 3 male teachers and 3 female teachers, led by Head Teacher SUDHA MISRA. A total of 6 teachers are employed, fostering a student-teacher ratio conducive to effective learning. The school operates using Hindi as its medium of instruction, aligning with the local linguistic context. Importantly, the school provides and prepares mid-day meals on its premises, ensuring that students receive proper nourishment.

The school’s resources include a single functional computer, utilized for teaching and learning purposes. However, a computer-aided learning lab is currently unavailable. The provision of hand pumps serves as the reliable source of drinking water. The school’s sanitation facilities include one functional boys’ toilet and one functional girls’ toilet. The absence of a library indicates a potential area for development and improvement.

The school’s management under the Department of Education underscores the commitment to providing basic education to the rural population. The presence of a head teacher and a complete teaching staff emphasizes the school’s dedication to quality education. The school building itself is a testament to the government’s investment in educational infrastructure in the region.

This rural school plays a crucial role in the community, providing access to quality upper primary education. The presence of a playground, functional toilets, and accessible ramps reflects an effort to create a conducive learning environment. However, the absence of a library and non-functional electricity point to areas requiring attention and improvement.

The school’s operational details highlight its adherence to the academic calendar, beginning its sessions in April. Its co-educational nature ensures equal opportunity for both boys and girls. The government’s continued support and investment are key factors in enhancing the school’s resources and further improving its infrastructure.

The school’s reliance on hand pumps for drinking water demonstrates a need for exploration of alternative, potentially more sustainable, water sources. The absence of a library suggests a potential area for improvement, enriching the learning experience through enhanced access to literary resources.

Despite its challenges, P.M.V. Mangat Khera school remains a vital component of the local educational landscape, contributing significantly to the educational advancement of the community. The commitment of the teachers and the government’s support are essential in ensuring its continued success. Further investments in infrastructure, resources, and technological advancements would undoubtedly elevate the quality of education offered.