SHIVA BAL VIDHYA MANDIR THANA AKBARPUR DABULLI

SHIVA BAL VIDHYA MANDIR THANA AKBARPUR DABULLI was established in 1990 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SIKANDERPUR SAROSI block of UNNAO district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 Rented 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 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 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Shiva Bal Vidya Mandir Thana Akbarpur Dabulli: A Comprehensive Overview

Shiva Bal Vidya Mandir Thana Akbarpur Dabulli, a primary school located in the rural area of SIKANDERPUR SAROSI block in UNNAO district, Uttar Pradesh, India, offers a valuable educational service to the community. Established in 1990, this private, unaided co-educational institution caters to students from classes 1 to 5, providing a foundational education in Hindi.

The school operates from a rented building, comprising four well-maintained classrooms designed for effective teaching. The infrastructure includes essential amenities such as electricity, a pucca boundary wall, and functional boys’ and girls’ toilets. Access to clean drinking water is ensured through hand pumps. While lacking a playground, the school boasts a library stocked with 100 books, fostering a love for reading among the students. Importantly, the school is equipped with a computer-aided learning lab and one computer to support modern teaching methodologies. Ramps for disabled children are available, ensuring inclusivity.

The school’s academic focus is solely on primary education (classes 1-5), with a single male teacher heading the institution. This dedicated educator is supported by a strong management team ensuring the smooth operation of the school. The school is not residential and doesn’t offer a pre-primary section or midday meals.

The school’s commitment to providing quality education is evident in its well-maintained facilities and dedicated staff. The presence of a library and computer-aided learning lab indicates a focus on modern teaching practices, supplementing the traditional classroom environment. The availability of ramps highlights a commitment to inclusivity, ensuring accessibility for all students.

The school’s location in a rural area underscores its vital role in providing educational opportunities to children who might otherwise lack access. Its establishment in 1990 reflects a long-standing contribution to the local community’s educational needs. The school’s structure, being privately managed, enables it to adapt to the community’s specific educational requirements.

The availability of a functional computer lab signifies the school’s forward-thinking approach to education. By integrating technology into the curriculum, the school prepares students for the challenges of the modern world. The provision of separate boys’ and girls’ toilets demonstrates a commitment to gender equality and student well-being.

The school’s reliance on a single male teacher highlights the challenges faced by educational institutions in rural areas, particularly in attracting and retaining qualified teaching staff. This necessitates support and resource allocation from local authorities and organizations committed to improving rural education.

Although the school lacks a playground, the presence of a library and computer lab shows a focus on alternative learning environments that promote literacy and technological literacy. This thoughtful approach demonstrates a resourceful adaptation to limited resources.

The school’s commitment to providing quality primary education within its resource constraints is commendable. Continued support and development are crucial to ensure the school’s continued success in fostering a love of learning and empowering the next generation.

Further investment in infrastructure and teacher training could significantly enhance the school’s capabilities, potentially leading to even better academic outcomes for its students. The school serves as an example of resilience and dedication within the challenges of rural education.