P.S. SUJOLIYA -2

P.S. SUJOLIYA -2 was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in KASMANDA block of SITAPUR 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 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 3 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 a library and has 90 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. Sujoliya-2: A Rural Primary School in Sitapur, Uttar Pradesh

P.S. Sujoliya-2, a government-run primary school, serves the rural community of Kasmanda block in Sitapur district, Uttar Pradesh. Established in 1962, this co-educational institution provides education for students from classes 1 to 5, playing a vital role in the local educational landscape. The school’s commitment to providing a basic education is evident in its facilities and dedicated teaching staff.

The school building, constructed of pucca material, houses three classrooms, ensuring adequate space for instruction. While lacking electricity, the school compensates with a functional hand pump providing clean drinking water for students. The school’s commitment to hygiene is further demonstrated by the presence of separate boys’ and girls’ toilets. The presence of a library, stocked with 90 books, provides access to supplementary learning materials, fostering a love for reading among students.

The teaching staff comprises three teachers, including one male and two female educators. The principal, Subhas Chandra Sharma, leads the school’s academic and administrative operations. Hindi serves as the primary medium of instruction, aligning with the local linguistic context and ensuring accessibility for all students.

The school’s infrastructure, though basic, fulfills its core function of providing education. The lack of a playground may present limitations for physical activity, but the school’s focus remains on providing quality education within its constraints. The absence of computer-aided learning and computers reinforces the school’s reliance on traditional teaching methods. However, the provision of midday meals within the school premises demonstrates the school’s commitment to the holistic well-being of students.

The school’s management by the Department of Education underscores its commitment to providing a structured and regulated learning environment. The school’s location in a rural area highlights its significance in bringing educational opportunities to underserved communities. The school’s commitment to providing a safe and accessible learning environment is indicated by the presence of ramps for students with disabilities.

P.S. Sujoliya-2’s dedication to providing basic education to rural children is commendable. Despite the absence of certain modern amenities, the school’s core functions are fulfilled efficiently by its dedicated staff. The school’s commitment to providing a safe, inclusive, and conducive learning environment speaks to the dedication of its administrators and teachers.

The school’s unique characteristics—its rural location, its dedication to traditional teaching methods, and its focus on basic education—position it as a valuable educational resource for the Kasmanda community. The absence of modern technological tools reflects the realities of many rural schools and highlights the ongoing need for enhanced resources and infrastructure.

The school’s history, spanning over six decades, underscores its resilience and commitment to serving its community. Future developments, such as potential upgrades to infrastructure and the integration of technology, could significantly enhance the school’s capabilities. The school’s success depends on continued support and investment in education within rural communities.

In conclusion, P.S. Sujoliya-2 stands as a testament to the importance of basic education in rural areas. Despite the limitations of resources, the school’s dedication to providing a quality education to its students remains a beacon of hope and progress for the community it serves. Further investment in infrastructure and resources will undoubtedly enhance the school’s ability to equip its students for future success.

The school’s operational details—including its established year, management, location, and grade levels—provide valuable insights into its role within the larger educational system of Uttar Pradesh. The information presented offers a comprehensive picture of this institution’s significance and its impact on the lives of its students. This detailed description can be utilized by researchers, policymakers, and educators interested in rural education.