P.S. GHASIYARI M. K. TEPRA

P.S. GHASIYARI M. K. TEPRA was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in JHANJHRI block of GONDA 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. 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 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.S. GHASIYARI M. K. TEPRA: A Rural Primary School in Uttar Pradesh

P.S. GHASIYARI M. K. TEPRA, a government-run primary school, stands as a pillar of education in the rural landscape of Uttar Pradesh, India. Established in 1978, this co-educational institution serves students from classes 1 to 5, playing a vital role in shaping the future of the community. The school is managed by the Department of Education, reflecting its commitment to providing quality primary education in underserved areas.

Located in the JHANJHRI block of GONDA district, the school’s accessibility is further enhanced by its proximity to an all-weather road. The school year commences in April, adhering to the standard academic calendar. The school building, a government structure, houses four classrooms, ensuring sufficient space for effective learning. While lacking a boundary wall, the school benefits from a reliable electricity connection, essential for modern teaching methods and daily operations.

The school’s commitment to the students’ well-being extends beyond academics. A functional library boasts a collection of 100 books, nurturing a love for reading and broadening students’ knowledge. The provision of hand pumps ensures a reliable source of drinking water, addressing a fundamental need for students’ health and hygiene. Separate functional boys’ and girls’ toilets further demonstrate the school’s dedication to creating a safe and comfortable learning environment. Importantly, ramps are available to ensure accessibility for students with disabilities.

Instruction is conducted in Hindi, making learning accessible to the local community. The school’s staff consists of three female teachers and a head teacher, MEERA SRIVASTAV, providing personalized attention to students’ academic progress. The school successfully manages to provide and prepare midday meals on its premises, ensuring students have nutritious food to support their learning.

The absence of a playground, computer lab, and computers underscores the need for further infrastructural development. While not having these facilities, the school’s success lies in its dedication to providing basic primary education, focusing on core curriculum and essential resources like textbooks and teachers.

The school’s reliance on a primarily female teaching staff is a unique attribute, highlighting the potential for women in rural education. Their dedication contributes significantly to maintaining a positive and nurturing environment within the school. This aspect emphasizes the role of women in education and community development.

The school’s ‘Others’ classification for class 10 and 10+2 boards signifies the need for a clearer understanding of the school’s progression and examination pathways. Further investigation may be necessary to understand the broader educational options available to students upon completing their primary education at P.S. GHASIYARI M.K. TEPRA.

Despite the lack of certain modern amenities, P.S. GHASIYARI M.K. TEPRA is a crucial component of the educational infrastructure in its region. Its provision of basic education, combined with its commitment to student well-being, highlights the importance of accessible and inclusive primary education in rural communities.

The school serves as a testament to the resilience and dedication of the teachers and the community’s commitment to education. Improvements in infrastructure, especially concerning technology integration and recreational facilities, would significantly enhance the school’s learning environment.

In conclusion, P.S. GHASIYARI M. K. TEPRA’s unwavering dedication to providing basic education in a rural setting makes it a vital educational institution. Further support and development would elevate its capabilities and enhance its students’ educational journey.