P.S.MAHOLIYA KHANDEY

P.S.MAHOLIYA KHANDEY was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAWALKHERA block of SHAHJAHANPUR 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 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 a playground. The school has a library and has 95 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.MAHOLIYA KHANDEY: A Rural Primary School in Uttar Pradesh

P.S.MAHOLIYA KHANDEY is a government-run primary school located in the rural BHAWALKHERA block of SHAHJAHANPUR district, Uttar Pradesh, India. Established in 1993 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s commitment to education is evident in its existing infrastructure and resources.

The school building, a government structure, houses four classrooms, all in good condition, providing ample space for learning. While there’s no boundary wall, the school does possess a playground and a library containing 95 books, fostering both physical activity and a love for reading among its students. Hand pumps provide a reliable source of drinking water for students and staff. Separate functional boys’ and girls’ toilets are available on the premises, ensuring hygiene and safety.

The school’s teaching staff comprises three teachers: two male and one female, dedicated to providing quality education. Hindi serves as the medium of instruction, catering to the local language needs of the students. The school operates on an April-to-April academic calendar, aligning with the broader regional academic schedule. Meals are prepared and provided on-site, ensuring students receive proper nourishment throughout their school day.

Despite the positive aspects, the school faces challenges. The absence of a boundary wall raises safety concerns. The school does have electricity but it is not currently functional and there are no computers available for teaching and learning, hindering access to modern educational tools and computer-aided learning. The absence of ramps also poses accessibility issues for children with disabilities.

The school’s lack of computer aided learning and computers restricts opportunities for enriching the learning experience with technology. The inoperability of the electricity supply further impacts the overall functionality and effectiveness of the school. Efforts to improve this infrastructure would be highly beneficial for the students’ overall learning journey.

The information currently available indicates that there is not a head teacher listed for this school. The school’s management should address this matter to improve school administration and oversight. Future improvements in leadership could also significantly enhance the school’s overall efficiency.

The school’s rural location presents both opportunities and challenges. It provides a unique environment for learning about local culture and environment, but it also means that the school plays a crucial role in the community’s development and access to resources. The school could further engage with the community through various outreach programs.

P.S.MAHOLIYA KHANDEY serves a vital role in providing primary education to children in a rural area. With its existing infrastructure and dedicated teachers, the school has the potential to contribute significantly to the community’s educational growth. Addressing the challenges it faces, specifically concerning electricity, computers, and a boundary wall, will enhance the learning environment and the overall wellbeing of the students.

Looking ahead, improvements in infrastructure and resource allocation can greatly enhance the quality of education. The school’s future depends on addressing the electricity, computer access, boundary wall, and leadership. Collaborations with government agencies, NGOs, and community members could facilitate these improvements.

The school’s dedication to providing a basic education amidst challenges highlights the importance of continued support and development. Investments in infrastructure, technology, and teacher training will lead to a more effective and engaging learning experience for the children of P.S.MAHOLIYA KHANDEY. The school’s commitment to the community and education makes it a valuable asset to the region.