RAJKIYE UCHTAR M.S. SARSAWAN

Rajkiye Uchhtar M.S. Sarsawan: A Detailed Profile of a Rural Secondary School

Rajkiye Uchhtar M.S. Sarsawan, a secondary school located in the rural Bhawalkhera block of Shahjahanpur district, Uttar Pradesh, offers a glimpse into the educational landscape of a typical Indian village. Established in 2012 under the Department of Education, this co-educational institution caters to students from classes 9 to 10. The school's infrastructure, while modest, reflects the realities faced by many rural schools.

The school operates from a rent-free building, a testament to community support or government provision. While lacking dedicated classrooms, the available space is utilized effectively for teaching and other activities. A key feature of the school is its library, housing a collection of 50 books, providing valuable learning resources beyond the curriculum. The availability of hand pumps ensures access to potable drinking water, a crucial factor in maintaining hygiene and student well-being.

Accessibility is another important aspect. The school building features ramps, ensuring inclusivity for students with disabilities. While electricity is available, it is currently non-functional, highlighting the need for infrastructure improvements. The school's robust pucca boundary wall provides security and a defined learning space. The absence of a playground, however, points to the limitations in providing comprehensive recreational facilities.

The school's academic offerings are tailored to the needs of its students. Hindi serves as the medium of instruction, aligning with the local language and ensuring comprehension. The school's teaching staff comprises one male teacher, a testament to the dedication of individual educators in serving rural communities. The teaching staff's small size underscores the challenges faced by many rural schools in attracting and retaining qualified teachers. There's no mention of pre-primary sections or provisions for higher secondary education, emphasizing the school's focus on basic secondary education.

The school's operational aspects further clarify its functional reality. The school's academic year commences in April, following the standard academic calendar. The school's facilities include functional boys' and girls' toilets, crucial for maintaining hygiene and promoting gender inclusivity in the school environment.

Interestingly, while the school has a library and functional toilets, the absence of computers and a computer-aided learning lab indicates a reliance on traditional teaching methods. The school does not offer mid-day meals, a common feature in many government schools aimed at ensuring nutritional support to students.

The school's location in a rural area significantly influences its operational realities and resource availability. This necessitates ongoing support and investment from government and non-governmental organizations to bridge the gap between urban and rural educational infrastructure and resources.

Rajkiye Uchhtar M.S. Sarsawan's profile serves as a valuable insight into the functioning of rural education in India. Understanding the strengths and limitations of such schools is critical for targeted interventions and policies focused on improving educational outcomes in under-resourced areas.

Further analysis of the school's academic performance and student demographics would provide a more comprehensive understanding of its impact on the community. Efforts to improve infrastructure, enhance teacher training, and introduce technology can significantly enhance the educational experience for students attending this vital rural school.

This detailed profile helps paint a clear picture of Rajkiye Uchhtar M.S. Sarsawan, highlighting the need for continued support to ensure that students in rural areas have access to quality education. By understanding the specific needs of such schools, we can collectively work towards creating a more equitable and accessible educational system for all.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.