S. GOKRANNATH ISMARAK U.M.VIDDYALAY

S. GOKRANNATH ISMARAK U.M.VIDDYALAY was established in 2011 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in JHANJHRI block of GONDA district of Uttar Pradesh. The school consists of Grades from 6 to 10. 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 Private building. It has got 3 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 515 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. Gokrannath Ismarak U.M. Viddyalay: A Detailed Profile of a Rural Uttar Pradesh School

S. Gokrannath Ismarak U.M. Viddyalay, a private, co-educational upper primary and secondary school (classes 6-10), stands as a testament to educational access in rural Uttar Pradesh. Established in 2011 under private, unaided management, this school serves the Jhanjhri block of Gonda district. Its location in a rural setting underscores its vital role in providing education to children in a geographically underserved area.

The school’s infrastructure, while modest, provides a functional learning environment. Housed in a private building, it features three classrooms in good condition, supplemented by additional rooms for non-teaching activities and a dedicated space for administrative staff. A pucca (permanent) boundary wall ensures a secure campus, though the lack of electricity presents a notable challenge. The school’s reliance on hand pumps for drinking water highlights the need for further infrastructural development. Importantly, the school includes separate functional boys’ and girls’ toilets, demonstrating a commitment to providing basic sanitation facilities.

The school’s academic program is delivered through the Hindi medium, catering to the local linguistic needs of its students. The teaching staff comprises fifteen educators, including ten male teachers and five female teachers, reflecting a diverse faculty. The State Board curriculum for class 10 ensures alignment with the national education standards. The presence of a library, stocked with 515 books, facilitates independent learning and expands access to knowledge resources. While the absence of a playground limits recreational opportunities, the provision of ramps ensures accessibility for students with disabilities.

The school’s commitment to technology integration is demonstrated by its computer-aided learning lab. However, the lack of computers within this lab presents a limitation to the full potential of this learning resource. The school’s absence of a midday meal program highlights a key area where external support could significantly benefit students, especially those from economically disadvantaged backgrounds.

The school’s location, accessibility by all-weather road, and convenient April academic start date contribute positively to the overall educational experience. The absence of a pre-primary section and the non-residential nature of the school should be noted, limiting its scope of services.

In summary, S. Gokrannath Ismarak U.M. Viddyalay plays a crucial role in the educational landscape of rural Uttar Pradesh. Its strengths lie in its accessible location, dedicated teaching staff, and availability of essential learning resources like a library. However, challenges remain in areas such as electricity provision, playground development, midday meal provision, and maximizing the potential of its computer-aided learning facilities. Further investment and support could significantly enhance its capacity to serve the community and help bridge educational gaps.

The school’s information is publicly accessible and has been used to create this profile with accuracy and transparency. It’s important to note that details may change over time; therefore, it’s recommended to contact the school directly for the most current information.

The information presented here aims to provide a comprehensive understanding of S. Gokrannath Ismarak U.M. Viddyalay. It’s hoped this description will benefit researchers, prospective students, and anyone interested in the educational landscape of rural India.

This detailed profile highlights the strengths and challenges faced by S. Gokrannath Ismarak U.M. Viddyalay, offering valuable insights for policymakers, educators, and community members dedicated to improving educational access and quality in rural areas. The continuous improvement of this school will contribute positively to the overall development of the community it serves.