P.M.V. MIYA PAKDI

P.M.V. MIYA PAKDI was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in SAHJANWA block of GORAKHPUR 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

P.M.V. MIYA PAKDI: A Rural Upper Primary School in Uttar Pradesh

P.M.V. MIYA PAKDI, a government-run upper primary school, stands as a beacon of education in the rural landscape of Uttar Pradesh. Located in the SAHJANWA block of GORAKHPUR district, this co-educational institution caters to students from grades 6 to 8. Established in 2007, the school plays a vital role in providing quality education to children in the area.

The school boasts a well-maintained infrastructure, featuring 4 classrooms in good condition, along with 2 additional rooms dedicated to non-teaching activities. A separate room serves as the office for the head teacher, ensuring a conducive learning environment for both students and staff. The school’s pucca boundary wall provides a sense of security and privacy, while the availability of hand pumps ensures a reliable source of drinking water.

P.M.V. MIYA PAKDI prioritizes the well-being of its students, offering separate functional toilets for boys and girls. The school operates with a staff of three teachers, consisting of two male and one female educator. While the school does not have access to electricity or a computer lab, it offers an essential service: mid-day meals are prepared and provided on school premises.

Despite the absence of a playground or library, P.M.V. MIYA PAKDI delivers quality education with Hindi as the primary medium of instruction. The school’s commitment to providing a holistic learning experience is further evident through its focus on creating a safe and accessible environment. While it does not have a ramp for disabled children, the school prioritizes the well-being of all students.

P.M.V. MIYA PAKDI represents a vital pillar of education in a rural community, offering a foundation for learning and growth for its students. While the school faces certain challenges, its dedicated staff and well-maintained facilities demonstrate its commitment to providing quality education to the children of this region.

Here’s a breakdown of the school’s key features:

• Location: SAHJANWA block, GORAKHPUR district, Uttar Pradesh
• Type: Government-run, co-educational upper primary school
• Grades: 6 to 8
• Infrastructure: 4 classrooms, 2 additional rooms, a dedicated office for the head teacher, pucca boundary wall, hand pumps for drinking water, separate functional toilets for boys and girls
• Staff: 3 teachers (2 male, 1 female)
• Key Features: Mid-day meals provided, Hindi medium of instruction
• Challenges: Absence of electricity, computer lab, playground, and library

P.M.V. MIYA PAKDI serves as a testament to the ongoing efforts to improve access to quality education in rural communities. Its commitment to providing a nurturing environment for learning, despite certain limitations, underscores the importance of such schools in shaping the future of these communities.