P.S.DABKAURA

P.S.DABKAURA was established in 1990 and it is managed by the Department of Education. It is located in Rural area. It is located in SADHOLI KADIM block of SAHARANPUR 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 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 4 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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. DABKAURA: A Rural Primary School in Uttar Pradesh

P.S. DABKAURA, a government-run primary school, serves the rural community of Sadholi Kadim block in Saharanpur district, Uttar Pradesh. Established in 1990 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

Infrastructure and Resources:

The school boasts a sturdy pucca building, equipped with four classrooms conducive to learning. These classrooms are supplemented by two additional rooms for non-teaching activities, and a separate office for the head teacher. The school grounds include a functional playground, fostering physical activity and recreation for the students. A library, stocked with 200 books, encourages a love for reading and knowledge acquisition. The school’s commitment to hygiene is evident in the provision of four functional boys’ and four girls’ toilets. A reliable hand pump ensures access to clean drinking water for students and staff. Electricity ensures a consistently bright and productive learning environment.

Teaching Staff and Curriculum:

P.S. DABKAURA employs a dedicated team of six teachers, comprising four male and two female educators, effectively catering to the students’ needs. Hindi serves as the primary language of instruction. The school provides mid-day meals, ensuring that students receive proper nourishment, which is crucial for their academic performance and overall well-being. The head teacher, Praveen Kumar, plays a pivotal role in overseeing the school’s operations and maintaining its high standards.

Accessibility and Inclusivity:

While the school lacks computer-aided learning facilities and computers for educational purposes, its commitment to accessibility is reflected in its all-weather road accessibility, making it easily reachable for students. Currently, the school does not offer a pre-primary section. The school building is not used as a shift school and is fully dedicated to the students enrolled. There is a lack of ramps, indicating a possible future need for accessibility improvements for disabled students.

Academic Focus and Community Engagement:

The school’s primary focus remains on providing a solid foundation in primary education (classes 1-5). The school’s dedication to the community is reflected in its provision of meals and resources and its commitment to ensuring a safe and supportive learning environment.

Future Improvements and Growth:

While the school currently operates without computer-aided learning facilities or ramps for disabled students, these aspects represent opportunities for future development and improvement. The incorporation of technology and improved accessibility would further enhance the school’s ability to provide a comprehensive and inclusive education to all its students.

Conclusion:

P.S. DABKAURA stands as a testament to the dedication of educators and the importance of providing quality education in rural areas. The school’s strong infrastructure, qualified teaching staff, and commitment to student well-being make it a valuable asset to the community. Future improvements in technology and accessibility will only serve to strengthen its position as a cornerstone of education in the Sadholi Kadim region. The school’s continued success relies on the sustained support of the community, the Department of Education, and other stakeholders.