VIVEKANAND B G K KOHRA

VIVEKANAND B G K KOHRA was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADAR block of PRATAPGARH district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 Private building. It has got 6 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 Not Applicable providing mid-day meal.

Vivekanand B G K Kohra: A Rural Primary School in Pratapgarh, Uttar Pradesh

Vivekanand B G K Kohra is a private, co-educational primary school located in the rural area of Pratapgarh district, Uttar Pradesh, India. Established in 2009, the school operates under private unaided management and offers classes from 1st to 5th standard. Its unique identifier is 9431301205, nestled within the Sadar block of the district.

The school’s infrastructure includes a private building with six classrooms, all in good condition. While lacking a boundary wall and electricity, the school provides essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. The medium of instruction is Hindi, catering to the local community’s linguistic needs.

The teaching staff comprises a single male teacher. The absence of female teachers highlights a potential area for improvement in achieving gender balance within the educational environment. The school lacks additional facilities typically found in larger institutions, including a computer lab, library, playground, and ramps for disabled access. The absence of a computer-aided learning system suggests a reliance on traditional teaching methods.

Vivekanand B G K Kohra is a small-scale institution providing basic primary education. Its location in a rural setting underscores the importance of its role in providing educational opportunities to children in this area. The school’s establishment in 2009 reflects a commitment to community education, although its resource limitations necessitate the need for further development.

The school’s operational capacity includes one male teacher, highlighting the need for additional staffing to handle the teaching load effectively across the six classrooms. The absence of pre-primary sections and the lack of a mid-day meal program also suggests that future growth and enhancement could improve the overall learning experience.

Further development could involve securing funding to improve infrastructure, including the addition of a boundary wall, electricity connection, computer lab, and library. Expanding the teaching staff, particularly with the inclusion of female teachers, would foster a more balanced and inclusive learning environment. The addition of a playground could enhance the overall educational experience, providing students with an outdoor space for recreation and physical activity.

The provision of a mid-day meal program would significantly aid the students, particularly those from economically disadvantaged families. This would promote better attendance and overall well-being by addressing nutritional needs. Investing in computer-aided learning would improve the quality of teaching and offer students exposure to modern technology.

The school’s location necessitates suitable transportation options. While the description mentions accessibility via all-weather roads, further infrastructure improvements, such as safer pedestrian routes and improved access for children with disabilities, could enhance safety and inclusivity.

While the school currently serves the basic educational needs of the community, focused improvements in infrastructure, resources, and staffing could significantly enhance its educational capacity and contribute to a more holistic and enriching learning experience for its students. Efforts towards achieving these improvements will greatly benefit the community and its future generations. The lack of a library and computers emphasizes the need for external resources to supplement learning materials and enhance the curriculum’s scope.

The lack of a head teacher, as stated in the data, requires attention. The school’s operational success relies heavily on efficient leadership and managerial oversight. Appointing a head teacher would greatly enhance organization and provide a focal point for overseeing the daily operations and academic performance of the school. Their presence would be invaluable in coordinating teachers, managing resources, and implementing educational strategies to ensure the students receive a high-quality education.