U P S TAHIRPUR

U P S TAHIRPUR was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in PARDAHA block of MAU 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 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 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 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 a library and has 0 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

U P S Tahirpur: A Rural Upper Primary School in Uttar Pradesh

U P S Tahirpur, a government-run upper primary school, stands as a vital educational institution serving the rural community of Paradaha block in Mau district, Uttar Pradesh. Established in 2002 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure includes three well-maintained classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall, the school benefits from readily available electricity, making technological integration more feasible. A functional library, though currently without books, represents a potential resource for future educational enrichment. The availability of hand pumps provides a reliable source of drinking water for the students and staff.

Accessibility is facilitated by ramps for disabled students, ensuring inclusivity within the school environment. The presence of one computer signifies a commitment to integrating technology into the curriculum, even in the absence of a dedicated computer-aided learning lab. The school also boasts separate toilet facilities for boys and girls, promoting hygiene and safety. Importantly, the school prepares and provides midday meals on its premises, addressing a crucial nutritional need for its students.

The school’s dedicated staff includes one head teacher and a total of five teachers, a combination of four male and one female educator. The instruction medium is Hindi, reflecting the local language and cultural context. The school operates as a non-residential institution, focusing solely on academic instruction during school hours. It follows the academic calendar, commencing its session in April, aligning with the regional educational system.

Though the school doesn’t have a pre-primary section or a playground, its existing facilities and resources represent a commendable effort in providing basic education to the rural community. The school’s management continually strives for improvement and enhancement of its educational offerings. The presence of a head teacher, Jamal Akhtar, signifies leadership and guidance within the institution.

The school’s commitment to providing a quality education is evident in its basic infrastructure and dedicated staff. While lacking some amenities, the school’s functional classrooms, reliable water supply, and accessible facilities highlight its efforts towards inclusive and effective education.

The location in a rural area emphasizes its crucial role in providing educational opportunities for children who may otherwise have limited access to schooling. The school’s management by the Department of Education ensures adherence to government standards and guidelines.

The use of Hindi as the medium of instruction ensures effective communication and comprehension for the students. The school’s dedication to providing midday meals contributes to students’ overall well-being and academic performance.

The absence of certain facilities, such as a boundary wall and playground, presents opportunities for future development and improvement. This may involve community involvement and collaborations to enhance the school’s resources and overall learning environment.

U P S Tahirpur serves as a testament to the dedication of educators and the government’s commitment to providing basic education in even the most remote areas. The school’s continued operation and potential for growth hold significance for the future of the community it serves.