UPS TEJPUR

UPS TEJPUR was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in JAWAN block of ALIGARH 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 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 But Broken 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 2 boys toilet and it is functional. and 2 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.

UPS Tejpur: A Rural Upper Primary School in Aligarh, Uttar Pradesh

UPS Tejpur, a government-run upper primary school, serves the rural community of Jawan block in Aligarh district, Uttar Pradesh. Established in 2003 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a crucial link in their educational journey. The school’s dedication to providing quality education is evident in its commitment to providing midday meals, prepared on-site, ensuring students have the nourishment needed to thrive academically.

The school building, while possessing a pucca (permanent) structure, requires maintenance as some parts are broken. Despite this, the three classrooms provide a functional learning space for students. The school lacks electricity and a playground, highlighting areas where improvements could greatly benefit the learning environment.

The teaching staff comprises one male teacher and six female teachers, totaling seven dedicated educators committed to imparting knowledge to the students. Hindi serves as the primary language of instruction, ensuring accessibility for the local student population. The school’s accessibility is further enhanced by its location along an all-weather road, ensuring consistent access for students and teachers alike. The academic year commences in April, aligning with the broader educational calendar.

The school’s infrastructure includes two functional boys’ toilets and two functional girls’ toilets, addressing a vital aspect of student hygiene and comfort. A noteworthy feature is the presence of ramps for disabled children, demonstrating a commitment to inclusivity and accessibility for all students. The school’s drinking water source consists of hand pumps, ensuring a readily available supply of clean drinking water for the student body.

While the school lacks a library and computers, the absence of these resources presents an opportunity for future enhancements. The lack of computer-aided learning facilities underscores the need for potential investment in technology to upgrade the educational offerings. The school also currently does not have a computer lab.

The school’s management falls under the Department of Education, indicating a strong institutional framework supporting its operation. The school operates as a single-shift institution, maximizing the utilization of available resources. Its location in a rural setting highlights its crucial role in providing education to students in underserved communities.

The commitment to providing a safe and accessible learning environment is emphasized by the presence of functional toilets and ramps for disabled students. However, the absence of a library and computer facilities represents areas where improvement could significantly enhance the quality of education offered.

The school’s management by the Department of Education ensures that it adheres to established educational standards and guidelines. This oversight contributes to the consistent provision of education to the students of the Jawan block, Aligarh. Further development initiatives could focus on improving the school’s infrastructure, incorporating technology, and establishing a library to better serve the students’ educational needs.

In conclusion, UPS Tejpur, despite some infrastructure limitations, serves as a vital educational institution in the rural community of Aligarh. Its dedicated staff, combined with the provision of midday meals and accessible facilities, contributes to the provision of a foundational education for students in the region. Future investments in technology and improved facilities will undoubtedly enhance the school’s ability to further empower its students.