P.S. KHUSHALA GARHI

P.S. KHUSHALA GARHI was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in NOHJHEEL block of MATHURA 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 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 Pucca 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 a library and has 6 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 but not Prepared in School Premises providing mid-day meal.

P.S. KHUSHALA GARHI: A Rural School in Mathura, Uttar Pradesh

P.S. KHUSHALA GARHI is a government-run primary school located in the NOHJHEEL block of MATHURA district in Uttar Pradesh. Established in 2002, the school provides education for children from grades 1 to 5. It is a co-educational institution, meaning both boys and girls are welcome to attend.

The school is situated in a rural area and is accessible by all-weather roads. Its academic year commences in April, aligning with the Indian school calendar. While the school does not have a pre-primary section, it offers Hindi as the primary language of instruction.

The school building is constructed with a sturdy pucca wall and has four well-maintained classrooms, along with two additional rooms for non-teaching activities. While electricity is not available, the school does have a hand pump for drinking water, ensuring access to this essential resource.

P.S. KHUSHALA GARHI is committed to providing a safe and conducive learning environment for its students. It has separate toilets for boys and girls, both of which are functional. The school also boasts a playground and a library containing a collection of six books, offering students opportunities for physical activity and academic enrichment.

The school employs two teachers – one male and one female – dedicated to providing quality education. Despite the absence of computers, the school prioritizes a strong academic foundation, adhering to the primary curriculum. Interestingly, while the school provides meals for its students, these meals are not prepared on the premises.

P.S. KHUSHALA GARHI represents a vital pillar of education in the rural community of Mathura. The school’s commitment to providing basic amenities like clean water, sanitation facilities, and a dedicated learning environment reflects its dedication to fostering the academic and personal growth of its students. Its unique combination of traditional learning methods and modern facilities makes P.S. KHUSHALA GARHI a valuable asset to the local community.

Key Features:

• Establishment Year: 2002
• Location: Rural area in NOHJHEEL block of MATHURA district, Uttar Pradesh
• Grades: 1 to 5
• School Type: Co-educational
• Instruction Medium: Hindi
• Building: Government
• Classrooms: 4
• Toilets: 1 boys and 1 girls
• Library: Yes (6 books)
• Playground: Yes
• Drinking Water: Hand Pumps
• Meal: Provided but not prepared in school premises
• Total Teachers: 2 (1 male, 1 female)

Challenges and Opportunities:

While P.S. KHUSHALA GARHI provides essential education to children in the rural area, the school faces challenges such as the lack of electricity and computer facilities. This limits access to modern teaching methods and digital resources.

However, these challenges present opportunities for future development. The school can explore partnerships with NGOs or local businesses to secure funding for solar power systems or computer labs. This would enhance teaching methods, empower students with digital literacy skills, and ultimately elevate the quality of education provided.