U.P.S KHEDI KHURD RAISI

U.P.S KHEDI KHURD RAISI was established in 2011 and it is managed by the Department of Education. It is located in Rural area. It is located in LAKSAR block of HARDWAR district of Uttarakhand. 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 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

U.P.S KHEDI KHURD RAISI: A Rural Upper Primary School in Uttarakhand

U.P.S KHEDI KHURD RAISI, a government-run upper primary school, serves the rural community of LAKSAR block in HARDWAR district, Uttarakhand. Established in 2011 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s primary language of instruction is Hindi.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the teachers. While the school building is government-provided, it lacks a boundary wall. Electricity is available but currently non-functional. However, the school provides access to clean drinking water through functional hand pumps and importantly, includes ramps for disabled children, ensuring accessibility for all.

The school employs three male teachers, dedicated to providing quality education to its students. The school operates on an academic calendar beginning in April and offers mid-day meals prepared on the school premises. The school currently does not have a library, playground or computer-aided learning facilities.

The absence of a library reflects a need for improved resource allocation to enhance the learning experience. The lack of a playground limits opportunities for physical activity and recreation, essential for a child’s holistic development. Similarly, the absence of computers and a computer lab hinders access to technology-integrated learning methods, which are increasingly crucial in today’s educational landscape.

The school’s management, under the Department of Education, plays a critical role in addressing these infrastructural gaps. Securing funding for a library, playground, and computer lab should be a priority to enhance the learning environment and equip students with essential skills. Furthermore, restoring the functionality of the school’s electricity connection is vital for operational efficiency and improved learning conditions.

The school’s reliance on hand pumps highlights the importance of water security and the need for regular maintenance to ensure a consistent supply of clean drinking water. The presence of ramps, however, demonstrates a commitment to inclusive education, catering to the needs of all students.

The dedication of the three male teachers underscores the commitment to providing education despite the resource limitations. The school’s management and local community can work together to advocate for enhanced resource allocation and improvements to the school’s infrastructure.

Parent involvement and community engagement can play a crucial role in improving the school’s facilities and resources. Through fundraising initiatives, community volunteer efforts, and collaborative partnerships with local organizations, the school could potentially address the identified needs.

This collaborative approach would not only enhance the school’s physical infrastructure but also foster a stronger sense of community ownership and involvement in the education of its children. The ongoing commitment to provide mid-day meals demonstrates a vital aspect of holistic support for students, particularly in a rural context.

In conclusion, U.P.S KHEDI KHURD RAISI, while facing infrastructural challenges, serves as a beacon of education in the rural landscape of Uttarakhand. Addressing its resource limitations through collaborative efforts promises to significantly enhance the quality of education and create a more conducive learning environment for its students.