U.P.S.DRHAKANA LAHIYA

U.P.S.DRHAKANA LAHIYA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in KHUTAR 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 Government 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 Partial 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 a 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

U.P.S.DRHAKANA LAHIYA: A Comprehensive Overview of a Rural Upper Primary School

U.P.S.DRHAKANA LAHIYA, a government-run upper primary school located in the rural area of KHUTAR block, SHAHJAHANPUR district, Uttar Pradesh, India, serves students from classes 6 to 8. Established in 2010 under the Department of Education, this co-educational institution offers a valuable educational opportunity to the local community. The school’s primary medium of instruction is Hindi.

The school infrastructure comprises a government building featuring four well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and a separate space is designated for the head teacher. A playground provides recreational space for the students, while a partially constructed boundary wall offers some level of security. The school benefits from readily available hand pumps providing drinking water. Separate functional toilet facilities are available for boys and girls. Accessibility features include ramps for disabled students. Importantly, the school boasts a computer-aided learning lab, signifying its commitment to modern educational approaches.

While the school possesses electricity infrastructure, it is currently non-functional. The absence of a library is noted, indicating a potential area for future development to enhance the learning resources available to students. The school’s commitment to student well-being is evident in its provision of mid-day meals prepared within the school premises.

The school’s dedicated teaching staff consists of three male teachers and a head teacher, Bankey Lal. The school’s management falls under the Department of Education, ensuring adherence to prescribed educational standards and policies. The institution does not offer pre-primary education and is not a residential school. The school is registered under the ‘Others’ board for classes 10 and 10+2.

The school’s operational details highlight its commitment to providing a basic education. The lack of female teachers presents an area for potential improvement and strengthening of the school’s pedagogical diversity. The non-functional electric connection highlights a critical maintenance or infrastructural issue requiring attention.

The school’s location in a rural setting emphasizes the importance of its role in providing educational opportunities to children in underserved areas. Its commitment to providing meals, coupled with the availability of basic facilities like toilets and playgrounds, reflects a dedication to holistic child development.

The data highlights a need for further improvements in infrastructure, such as restoring the electricity supply and establishing a library to enhance the learning environment. The absence of female teachers represents an area for recruitment and professional development opportunities.

Further development could involve enhancing the school’s library facilities and investing in computer resources to fully utilize the existing computer-aided learning lab. This would allow the school to leverage technology effectively in improving the quality of education.

The successful operation of U.P.S.DRHAKANA LAHIYA is vital for the educational advancement of the local community. Continued support and investment in infrastructure, resources, and staffing will contribute to the school’s ongoing success in providing quality education to its students.

In conclusion, U.P.S.DRHAKANA LAHIYA serves as a crucial educational hub in the rural community. Addressing the identified areas for improvement will significantly enhance its capacity to effectively cater to the educational needs of its students and contribute to their holistic development.