PS MOKHA UPPER

PS MOKHA UPPER was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in MAHORE block of REASI district of Jammu and Kashmir. 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. English 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 2 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 Tap Water 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 no playground. The school has no library and has 0 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 Mokha Upper: A Rural Primary School in Reasi, Jammu and Kashmir

PS Mokha Upper, a primary school located in the rural area of Mahore block, Reasi district, Jammu and Kashmir, serves as a vital educational institution for the community. Established in 2003, it operates under the management of the Department of Education, providing essential primary education to children in the region.

The school’s infrastructure includes a government-provided building, housing two classrooms in good condition. These classrooms serve students from Class 1 to Class 5, facilitating a comprehensive primary education. While the school lacks a boundary wall and electricity, it boasts a reliable source of drinking water through a functional tap water system. Sanitation is addressed with the provision of one boys’ toilet and one girls’ toilet, ensuring basic hygiene facilities for students.

The school’s teaching staff comprises two male teachers who deliver instruction in English. The curriculum focuses on primary education, preparing students for their future academic endeavors. Despite the absence of a pre-primary section, library, playground, and computer-aided learning facilities, the school effectively provides a foundational education to its students. The mid-day meal program operates on-site, ensuring students receive nutritious meals, which contributes significantly to their overall well-being and learning experience.

The absence of a library highlights a potential area for improvement, as access to books and learning resources significantly enhances the learning environment. Similarly, the lack of computers limits opportunities for integrating technology into education, but the school’s focus remains on providing a quality primary education within its available resources.

The school’s co-educational nature fosters an inclusive learning environment. Its location in a rural setting necessitates that the school function without electricity, but the management continues to work towards providing the best possible educational opportunities given its circumstances.

The school’s accessible location via an all-weather road ensures that students can attend school regularly, regardless of weather conditions. This commitment to accessibility underlines the school’s dedication to providing quality education to the community.

The school’s management, the Department of Education, actively contributes to its operation and maintenance. The commitment of the school’s teachers, in spite of limited resources, deserves recognition. Their dedication in providing education in a rural setting demonstrates their commitment to the advancement of education in the community.

Future plans for the school could involve improvements to its infrastructure, including the construction of a boundary wall, the installation of electricity, and the establishment of a library and playground to enrich the learning environment and enhance student life. Expansion of resources such as the inclusion of computer-aided learning would significantly benefit students.

While PS Mokha Upper faces challenges typical of schools in rural areas, its commitment to providing a basic education to its students is commendable. The school serves as a testament to the dedication of teachers and the local community in ensuring that children receive the foundational education they need to thrive. Continuous efforts to improve the facilities and resources will further enhance the educational experience at PS Mokha Upper.