RAJKIYE U M V LALPUR DARAUTA

RAJKIYE U M V LALPUR DARAUTA was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in KHAJUHA block of FATEHPUR district of Uttar Pradesh. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 0 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 But Broken 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 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 Not Provided providing mid-day meal.

RAJKIYE U M V LALPUR DARAUTA: A Rural Secondary School in Uttar Pradesh

RAJKIYE U M V LALPUR DARAUTA, a government-run secondary school, stands as a beacon of education in the rural landscape of Uttar Pradesh. Established in 2014, the school caters to students from the 9th to 10th grade, offering a comprehensive secondary education within the KHAJUHA block of the FATEHPUR district.

The school’s commitment to inclusivity is evident in its co-educational environment, welcoming students from all backgrounds. Though it does not offer a pre-primary section, it provides a nurturing space for students to embark on their secondary education journey.

The school, constructed with a Pucca but broken boundary wall, boasts a simple yet functional infrastructure. It houses one boys’ toilet and one girls’ toilet, ensuring basic hygiene and sanitation for its students. The school is accessible by all-weather roads, facilitating easy commuting for students and staff.

While the school lacks electricity and a dedicated library, it compensates with access to clean drinking water through hand pumps. The lack of a playground and computers highlights the need for further investment in infrastructure and resources.

RAJKIYE U M V LALPUR DARAUTA operates under the management of the Department of Education, adhering to the state’s educational policies and guidelines. With a single female teacher guiding the students, the school emphasizes quality instruction within its limited resources.

Hindi serves as the medium of instruction, allowing students to learn and communicate effectively in their native language. The academic year commences in April, aligning with the national academic calendar.

Despite its challenges, RAJKIYE U M V LALPUR DARAUTA stands as a symbol of hope and opportunity for students in the rural community. Its commitment to providing quality education, despite limited resources, demonstrates the dedication of its teachers and the potential for improvement in the future.

The school’s lack of computers and a computer-aided learning lab highlights the need for modern technology to enhance the learning experience. The absence of a playground underscores the importance of fostering physical activity and development in the lives of its students.

The school’s unique features, such as the presence of a separate room for the headmaster and a Pucca but broken boundary wall, reflect the resource constraints faced by many rural schools.

Moving forward, RAJKIYE U M V LALPUR DARAUTA has the potential to become a leading educational institution in the region with dedicated support and investment. By addressing its infrastructural gaps and providing access to essential learning resources, the school can empower its students to achieve their full potential and contribute to the growth and development of their community.