PRI.SCH.DHAURAHARA KHURD

PRI.SCH.DHAURAHARA KHURD was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in BIJUA block of KHERI 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 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 a 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.

PRI.SCH.DHAURAHARA KHURD: A Comprehensive Profile of a Rural Primary School

PRI.SCH.DHAURAHARA KHURD, a government-run primary school in the rural area of Bijua block, Kheri district, Uttar Pradesh, stands as a testament to educational access in underserved communities. Established in 1995 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure comprises three well-maintained classrooms housed within a pucca (permanent) building. While electricity is available, it’s currently non-functional, highlighting a need for infrastructural improvements. However, the school boasts essential facilities such as a library stocked with 90 books, a playground for recreational activities, and functional boys’ and girls’ toilets. Access to clean drinking water is ensured through hand pumps, and ramps are in place to ensure accessibility for children with disabilities.

The teaching staff consists of two teachers – one male and one female – who impart education primarily through Hindi. The school’s head teacher, Ram Savak, leads the dedicated team ensuring quality education. The absence of a pre-primary section signifies a potential area for future expansion to cater to a wider age range. The school operates as a non-residential facility, focusing solely on daily instruction.

Meals are provided and prepared within the school premises, ensuring students receive proper nutrition to support their learning. The school’s management under the Department of Education ensures adherence to government policies and standards. This commitment to providing essential services emphasizes its importance to the local community.

The school’s academic focus is on primary education, up to Class 5, with the curriculum adhering to the standards set by other educational boards. While the school lacks computer-aided learning facilities, the presence of a library and playground indicates a broader commitment to holistic child development beyond academics.

The school’s location in a rural area makes it a vital resource for the community, providing educational opportunities that might otherwise be inaccessible. The availability of all-weather road access improves connectivity, facilitating students’ and teachers’ travel. The school’s academic year commences in April, aligning with the national academic calendar.

The school’s physical features, such as the pucca boundary wall, indicate a level of security and permanence. The lack of computers presents an opportunity for technological improvement, potentially enhancing the learning experience through the incorporation of digital resources. The school’s reliance on hand pumps for drinking water signifies a need for ongoing maintenance to ensure a continuous supply of clean water.

The school’s profile highlights the ongoing need for investment in educational infrastructure and resources in rural areas. Despite the challenges, PRI.SCH.DHAURAHARA KHURD plays a significant role in providing education to children in the community, contributing to their overall growth and development.

This detailed examination of PRI.SCH.DHAURAHARA KHURD emphasizes the importance of investing in and supporting rural primary schools. The school’s story demonstrates the ongoing need for improved infrastructure, technological enhancements, and continuous resource allocation to ensure equitable access to quality education for all children.

This institution, despite its limitations, exemplifies the dedication of educators to serve their community. It calls for a concerted effort to address identified needs, fostering a more enriching learning environment for the students of PRI.SCH.DHAURAHARA KHURD and similar schools across rural India.