SHRI GAYA PRASAD KANOJIA UPS PARAUR

SHRI GAYA PRASAD KANOJIA UPS PARAUR was established in 1997 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KALAN block of SHAHJAHANPUR district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 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.

SHRI GAYA PRASAD KANOJIA UPS PARAUR: A Detailed Profile of a Rural Upper Primary School

SHRI GAYA PRASAD KANOJIA UPS PARAUR, a private, co-educational upper primary school, stands as a vital educational institution serving the rural community of Uttar Pradesh, India. Established in 1997, this school caters to students from classes 6 to 8, providing crucial education in a Hindi-speaking environment. The school’s private, unaided management underscores its commitment to providing quality education within a rural context.

Located in the KALAN block of SHAHJAHANPUR district, the school operates from a private building equipped with three classrooms, each maintained in good condition to facilitate effective learning. The presence of a pucca boundary wall and reliable electricity ensures a secure and conducive learning environment. Hand pumps provide access to drinking water, a vital necessity for the students and staff.

The school’s infrastructure includes separate functional toilet facilities for boys and girls, contributing to hygiene and safety. While the school does not currently offer a playground or library, the availability of adequate classrooms demonstrates a focus on core academic provision. The lack of computer-aided learning and computers reflects the school’s resource constraints, highlighting potential areas for future development.

The school’s academic program is delivered by three male teachers, utilizing Hindi as the medium of instruction. The absence of a pre-primary section and the school’s upper primary focus (grades 6-8) clearly defines its role within the local educational system. The school is not a residential facility, and its operational structure ensures consistent accessibility via all-weather roads.

The school’s commitment to education is evident despite its limited resources. The fact that the school commenced operations in 1997 indicates its long-standing presence in the community. This longevity speaks volumes about the school’s dedication to serving the educational needs of the area’s children. The absence of midday meals, however, suggests a potential area where support could significantly enhance the overall learning experience for its students.

The school’s location in a rural area emphasizes its importance in bridging the educational gap in underserved communities. Its accessibility via all-weather roads ensures that students can attend consistently, regardless of weather conditions. This consistent access to education is crucial for the overall development of the students and the community.

The school’s management structure, being privately unaided, demonstrates a community-driven approach to education. This underlines a strong sense of local ownership and commitment to providing essential educational services within the region. The lack of computers and computer-aided learning may present a challenge but also represents an opportunity for future improvements and modernization.

Further improvements in infrastructure, such as the addition of a playground and library, could greatly enhance the overall learning experience. Exploring partnerships to provide midday meals would also be highly beneficial in supporting the students’ well-being and academic progress. The addition of female teachers could further enrich the educational environment.

The success of SHRI GAYA PRASAD KANOJIA UPS PARAUR lies in its commitment to providing basic education to rural children. While the school faces resource challenges, its consistent operation for over two decades speaks to its enduring value within the community. Continued investment and support will enable it to flourish and provide even better educational opportunities for generations to come.

In conclusion, SHRI GAYA PRASAD KANOJIA UPS PARAUR stands as a testament to the importance of accessible education in rural areas. With continued support and development, the school can overcome its resource limitations and become an even greater asset to the community.