UPS MAKRANDAPUR

UPS MAKRANDAPUR was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in KATRA KHUDAGANJ 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 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 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

UPS Makrandapur: A Rural Upper Primary School in Uttar Pradesh

UPS Makrandapur, a government-run upper primary school, serves the rural community of Katra Khudaganj block in Shahjahanpur district, Uttar Pradesh. Established in 2009, this co-educational institution is under the management of the Department of Education and caters to students from classes 6 to 8. The school’s primary language of instruction is Hindi.

The school’s infrastructure includes a government-provided building with four classrooms in good condition. While lacking electricity and a boundary wall, the school does boast a functional playground and hand pumps providing drinking water. Separate functional toilets are available for boys and girls. The school’s accessibility is enhanced by its all-weather road approach. The academic session commences in April.

The teaching staff comprises three teachers – two male and one female. The school follows the “Others” board for classes 10 and 10+2 examinations. Importantly, the school prepares and provides mid-day meals on its premises.

Despite the absence of a library, computers, and a computer-aided learning lab, the school’s commitment to providing quality education shines through. The lack of these resources highlights the need for further development and investment in educational infrastructure.

The school’s location in a rural area presents unique challenges, but also underscores its vital role in providing educational opportunities to children in a community that might otherwise lack access.

UPS Makrandapur’s dedication to providing a nurturing learning environment is reflected in its provision of separate toilets and a playground. While improvements in resources are needed, its existing infrastructure remains functional and serves the students adequately.

The absence of a boundary wall and electricity presents opportunities for future development and improvement, enabling a safer and more technologically advanced learning environment.

The school’s focus on providing mid-day meals ensures that students receive essential nutrition, promoting their overall well-being and supporting their learning. This commitment to student welfare complements its academic objectives.

The school’s management by the Department of Education underscores the government’s commitment to providing educational opportunities across various communities, including rural areas.

While challenges remain, UPS Makrandapur serves as a beacon of hope, offering vital educational opportunities to students in the rural landscape of Uttar Pradesh. It is a testament to the dedication of teachers and the government’s ongoing commitment to rural education.

Further investment and development, particularly in the provision of a library, computers, and electricity, would greatly enhance the school’s capacity to provide a comprehensive and enriching educational experience for its students.