Rajkiy uchtar madyamik vidyalya bijauli

Rajkiy uchtar madyamik vidyalya bijauli was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOMAI 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 No Boundary Wall boundary wall. The school has 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.

Rajkiy Uchtar Madyamik Vidyalya Bijauli: A Comprehensive Look at a Rural Secondary School in Uttar Pradesh

Rajkiy Uchtar Madyamik Vidyalya Bijauli is a government-run secondary school located in the rural area of Deomali block, Fatehpur district, Uttar Pradesh. Established in 2012, the school caters to students from grades 9 to 10, offering a co-educational learning environment with Hindi as the medium of instruction.

The school’s infrastructure, while modest, provides basic facilities for its students. While there are no dedicated classrooms, the existing rooms are in good condition and serve both instructional and non-teaching purposes. The school also boasts a dedicated room for the headmaster/teacher. Although there is no boundary wall, the school does have access to electricity.

The school prioritizes the well-being of its students by providing functional hand pumps for drinking water. Furthermore, the school has separate toilets for boys and girls, ensuring sanitation and hygiene. While there is no designated playground, the school does have ramps for disabled children, fostering inclusivity.

The school emphasizes academics, employing two teachers, one male and one female, to deliver the curriculum. The school follows the State Board syllabus for class 10th and does not offer pre-primary education.

Key Features:

• Management: Department of Education
• Area: Rural
• Establishment Year: 2012
• Grade Levels: 9-10
• School Type: Co-educational
• Instruction Medium: Hindi
• Board: State Board (Class 10)
• School Building: Government
• Drinking Water: Hand Pumps
• Toilet Facilities: 1 boys toilet, 1 girls toilet
• Teaching Staff: 2 (1 male, 1 female)
• Ramps for Disabled: Yes
• Electricity: Yes

Areas for Improvement:

While the school provides basic facilities and focuses on academic delivery, there are several areas where improvement could be made. The lack of a boundary wall, library, and playground suggests a need for additional infrastructure development. The absence of a computer aided learning lab and computers for teaching and learning purposes highlights the need for technology integration to enhance learning opportunities.

Furthermore, the school’s focus on basic infrastructure and academics necessitates the consideration of student well-being through the provision of mid-day meals and extracurricular activities.

Rajkiy Uchtar Madyamik Vidyalya Bijauli serves as a vital educational hub for the rural community. While the school faces challenges, it strives to provide a quality education within the available resources. The school’s commitment to inclusivity, with its ramps for disabled children, is commendable.

The school’s future development and improvement will depend on ongoing efforts to enhance its infrastructure, technology integration, and student well-being programs.