PS MARAKKA

PS MARAKKA was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in NIGOHI 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 5 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 122 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.

PS MARAKKA: A Rural Primary School in Uttar Pradesh, India

PS MARAKKA, a government-run primary school, stands as a beacon of education in the rural landscape of Uttar Pradesh, India. Established in 2001 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education within its community.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. Housed in a sturdy pucca building, PS MARAKKA boasts five well-maintained classrooms designed for effective instruction. While lacking electricity, the school ensures access to clean drinking water through functional hand pumps. Sanitation is addressed with the provision of one boys’ toilet and one girls’ toilet, ensuring a hygienic learning space for all students.

Further enriching the learning experience is a well-stocked library containing 122 books, fostering a love for reading and knowledge acquisition. The presence of a playground provides ample space for recreational activities, promoting physical well-being alongside academic development. Accessibility for students with disabilities is ensured through ramps, demonstrating a commitment to inclusivity.

The dedicated teaching staff comprises one male and one female teacher, working collaboratively to deliver quality education to the students. The school’s curriculum is conducted entirely in Hindi, reflecting the local language and cultural context. The school’s commitment to nutrition is evident in its provision of a mid-day meal prepared on its premises.

PS MARAKKA’s location in the Nigohi block of Shahjahanpur district places it within a rural setting, serving the educational needs of the surrounding community. The school’s rural location underscores its crucial role in bridging the educational gap and fostering growth in less-developed areas.

The school’s management aligns with the Department of Education’s guidelines, ensuring adherence to national educational standards. The school operates on a standard academic calendar, with sessions beginning in April, thereby synchronizing with the broader educational system in Uttar Pradesh.

While PS MARAKKA currently lacks computer-aided learning facilities, its robust infrastructure, dedicated teachers, and enriching resources make it a valuable asset to the community. The school’s dedication to providing a well-rounded education, underscored by its library, playground, and hygienic facilities, highlights its commitment to the overall development of its students.

The school’s solid pucca boundary wall provides a safe and secure environment for learning and extracurricular activities. The school’s commitment to inclusivity is also apparent through its accessibility features, such as ramps, ensuring that all students can benefit from the education offered.

The absence of electricity presents a challenge, but the school’s resourceful approach and reliance on readily available resources highlight its adaptability and resilience. The commitment of the teachers to provide quality education under such circumstances is commendable.

PS MARAKKA serves as a model for rural primary education in Uttar Pradesh, demonstrating the vital role of dedicated educators and a supportive learning environment in nurturing young minds. The school’s ongoing operation underscores the continued need for such institutions in remote areas and the impact they have on local communities.