PURV.MAD.VI. KAROM

PURV.MAD.VI. KAROM was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in MAITHA block of KANPUR DEHAT district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 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 no playground. The school has a library and has 125 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.

PURV.MAD.VI. KAROM: A Rural Upper Primary School in Uttar Pradesh

PURV.MAD.VI. KAROM is a government-run upper primary school located in the rural area of MAITHA block, KANPUR DEHAT district, Uttar Pradesh, India. Established in 2005 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s infrastructure includes a pucca building with four classrooms, ensuring a suitable learning environment for its students. The school’s operational hours align with the standard academic calendar, commencing in April.

Academic Focus and Resources: The primary language of instruction at PURV.MAD.VI. KAROM is Hindi. The school boasts a dedicated library containing 125 books, offering valuable supplementary learning resources for its students. The school’s teaching staff comprises a total of five teachers, including two male teachers and three female teachers, committed to providing quality education to the students. The school provides mid-day meals, prepared and served on the school premises, ensuring that students receive proper nutrition to support their learning.

Infrastructure and Facilities: The school building features four classrooms in good condition, designed to facilitate effective learning. While the school benefits from hand pumps providing drinking water, electricity is currently unavailable. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, addressing the basic hygiene needs of the students. However, the school lacks a playground, which could limit opportunities for physical activity and recreation.

Accessibility and Inclusivity: The school’s location is accessible via all-weather roads, ensuring convenient access for students and staff. However, the school currently lacks ramps, potentially hindering accessibility for students with disabilities. The absence of computer-aided learning facilities and computers indicates a need for improved technological infrastructure to enhance the learning experience and prepare students for the future.

Management and Governance: The school operates under the management of the Department of Education, ensuring adherence to established educational standards and guidelines. The school functions as a standalone institution without any pre-primary section or residential facilities.

Community Engagement and Future Prospects: The school’s location in a rural setting highlights the vital role it plays in providing educational opportunities to the local community. The availability of a library and mid-day meals demonstrates a commitment to holistic child development. Future development plans for the school could include improvements in infrastructure, such as electricity and a playground. Integrating computer-aided learning technologies and creating accessible facilities for disabled children are also crucial steps towards enhancing the overall quality of education provided.

Comparison with Other Schools: While the school provides essential educational services, a comparison with other schools in the region could reveal areas for improvement. Analyzing the availability of resources, teacher-student ratios, and learning outcomes in similar schools would offer valuable insights for developing targeted strategies to enhance the educational experience at PURV.MAD.VI. KAROM.

Conclusion: PURV.MAD.VI. KAROM is a vital educational institution serving the rural community of MAITHA block. Despite its limitations in technological resources and infrastructure, the school provides a foundation for education for children in the area. Continued support and investment in infrastructure, technology, and teacher training will significantly impact the school’s ability to offer high-quality, inclusive education.

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