S R K J SINGH S D KANYA I C BNAGAR UNNAO

S R K J SINGH S D KANYA I C BNAGAR UNNAO was established in 1998 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SUMERPUR block of UNNAO district of Uttar Pradesh. The school consists of Grades from 6 to 12. 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 Private 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 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

S R K J Singh S D Kanya Inter College: A Detailed Overview

S R K J Singh S D Kanya Inter College, located in the rural area of Sumerpur block in Unnao district, Uttar Pradesh, is a private, co-educational institution established in 1998. This upper primary school, offering education from classes 6 to 12, operates under the State Board curriculum for both class 10th and 12th examinations. The school’s instruction medium is Hindi, catering to the local linguistic needs of the students.

The college building, while privately owned, houses five classrooms in good condition, ensuring adequate space for effective teaching. Supporting the educational environment, the college boasts a playground and a library, although currently lacking books. Importantly, the institution provides access to drinking water via hand pumps, and ramps ensure accessibility for students with disabilities. The college is further equipped with a computer-aided learning lab, reflecting a commitment to modern educational practices.

The teaching staff comprises four male teachers, dedicated to providing quality education to the students. The absence of a pre-primary section focuses the school’s resources on upper primary and secondary education. The school’s management is entirely private and unaided, emphasizing its independent operation and reliance on private funding.

The college’s infrastructure includes a functional boys’ toilet and a functional girls’ toilet, signifying a commitment to basic sanitation needs. The presence of a pucca (permanent) boundary wall offers security and defines the school’s area. Notably, the absence of an electricity connection highlights a key area for potential improvement and modernization.

While the college currently lacks computers for teaching and learning, the availability of the computer-aided learning lab suggests future plans for integrating technology into the curriculum. Mid-day meals are not currently provided, but the school’s basic facilities ensure a suitable learning environment.

The college operates as a non-residential institution, reflecting its focus on daily attendance. The school operates from April, aligning with the academic calendar of the region. The college’s location is accessible via an all-weather road, facilitating easy commute for both students and staff.

The absence of a head teacher’s designated room is an area that might benefit from attention to improve the organizational structure and administrative function of the school. Despite this, the school’s commitment to providing education in a rural setting is commendable.

The school’s dedication to providing education from classes 6-12 is a crucial service in the rural community, bridging the gap in access to secondary and higher secondary education. The school is further characterized by its private management structure, reflecting an alternative approach to education in the region.

The future may hold further development and improvement, particularly in the provision of resources like books for the library and the much-needed integration of technology. However, the existing infrastructure and teaching staff create a foundation for effective learning within its current limitations. The school serves as a testament to the commitment to education within the Unnao district of Uttar Pradesh.