P.S.DALIGARHI

P.S.DALIGARHI was established in 1992 and it is managed by the Department of Education. It is located in Rural area. It is located in PURWA block of UNNAO 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 6 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 70 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. Daligarhi Primary School: A Profile

P.S. Daligarhi, a government primary school located in the rural Purwa block of Unnao district, Uttar Pradesh, India, has served the community since its establishment in 1992. Managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education in Hindi. The school’s commitment to providing quality education is evident in its infrastructure and resources.

Infrastructure and Facilities: The school boasts a sturdy pucca building, housing six well-maintained classrooms dedicated to instruction. Additional space is available for non-teaching activities and a separate room serves as the head teacher’s office. The school grounds include a playground, providing a vital space for recreation and physical activity. A library, stocked with 70 books, encourages a love of reading and learning. Access to clean drinking water is ensured through functional hand pumps, and separate functional toilets are available for boys and girls. The school also features ramps for disabled children, demonstrating a commitment to inclusivity. Reliable electricity further enhances the learning environment.

Teaching Staff and Curriculum: The school’s dedicated teaching staff comprises one male teacher, two female teachers, and a head teacher, Ashma Kidwai, providing a total of three educators. While the school does not offer pre-primary education, the curriculum focuses on providing a strong foundation in Hindi. The school prepares midday meals on-site, ensuring students receive adequate nutrition.

Accessibility and Reach: The school’s accessibility is a crucial factor in its success. Located in a rural area, its convenient location ensures that students can easily reach the school, irrespective of weather conditions. The school operates on a standard academic calendar, beginning its sessions in April.

Technological Resources and Future Goals: Though the school currently lacks computer-aided learning facilities and computers, its presence of a library and well-maintained classrooms illustrates a dedication to providing a strong academic base. This commitment suggests potential future initiatives aimed at integrating technology into the learning process, thereby expanding its educational capabilities.

School Management and Governance: The school’s administration operates under the Department of Education, indicating a strong framework of accountability and support. The consistent oversight from the Department contributes to the school’s ongoing functionality and growth.

Community Impact and Educational Support: The school plays a pivotal role in its community, providing essential education to children in the rural area. Its commitment to providing basic facilities, including clean water, sanitation, and a safe learning environment, emphasizes its dedication to the well-being of its students.

Conclusion: P.S. Daligarhi stands as a testament to the continued commitment to providing basic education to children in rural Uttar Pradesh. Its dedication to education is clearly reflected in the facilities and resources offered, despite limitations in technological advancements. The school’s commitment to its students and the community makes it a significant asset to the region. Further development in technology and resources would enhance its capacity to provide even more comprehensive educational opportunities.

Keywords: P.S. Daligarhi, Primary School, Unnao, Uttar Pradesh, Rural Education, Co-educational, Government School, Hindi Medium, Education in India, School Infrastructure, Library, Playground, Midday Meal.