AMBALI USARA FALIYA

AMBALI USARA FALIYA was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in GARBADA block of DOHAD district of Gujrat. 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. Gujarati 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 356 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.

Ambali Usara Faliya: A Comprehensive Profile of a Rural Primary School

Ambali Usara Faliya Primary School, located in the Garbada block of Dohad district, Gujarat, stands as a testament to rural education in India. Established in 1999 under the management of the local body, this co-educational institution serves students from Class 1 to Class 5. The school’s rural setting highlights its crucial role in providing access to primary education in a geographically dispersed community. Instruction is primarily conducted in Gujarati, reflecting the local linguistic landscape and cultural context.

The school building, a government structure, features four well-maintained classrooms, ensuring adequate space for learning. Beyond academics, the school prioritizes holistic development. A functional library houses an impressive collection of 356 books, fostering a love for reading and enriching the learning experience. Furthermore, a dedicated playground provides a space for recreation and physical activity, contributing to the well-rounded development of students.

The school’s infrastructure is designed to support both teaching and daily needs. A reliable supply of tap water ensures access to clean drinking water, a fundamental necessity for the health and well-being of the students. Separate, functional toilet facilities are available for boys and girls, maintaining essential hygiene standards. The school is also equipped with electricity, ensuring a conducive learning environment. The presence of a pucca boundary wall provides a secure learning space, emphasizing safety and security.

The school’s teaching staff comprises three dedicated teachers, including one head teacher, Solanki Vajesinh V, who guides and manages the school’s operations. Two are male teachers and one is a female teacher, ensuring a balanced representation in the faculty. The school’s commitment to nutrition is evident through its in-house mid-day meal program, ensuring students receive a nutritious meal, vital for their cognitive development and overall health. The school’s commitment to inclusivity is highlighted by the availability of ramps for disabled children, although the school currently lacks computer-aided learning facilities.

The school’s adherence to local governance demonstrates the community’s investment in education. The local body’s role highlights the collaborative nature of educational development, reflecting a shared responsibility for the well-being of the children. The academic board for classes 10 and 10+2 is listed as “Others”, indicating a non-standard curriculum path that would require further inquiry.

Ambali Usara Faliya Primary School’s commitment to providing quality primary education in a rural setting is significant. The school’s infrastructure, teaching staff, and commitment to providing midday meals underscore its importance in shaping the future of the community. The school’s comprehensive facilities, combined with its dedicated staff, contribute to a nurturing learning environment for its students. It exemplifies a model for rural primary education in India, effectively serving its community.

The school’s information readily available online provides transparency and fosters accountability, allowing for community engagement and potential support from external organizations. This easily accessible information empowers the community to participate in the growth and betterment of the school. The school’s detailed profile further serves as a valuable resource for researchers, policymakers, and anyone interested in learning more about rural education initiatives in India.

The readily available data on this school facilitates analysis of the educational landscape in the region. Comparing Ambali Usara Faliya’s features with other schools in the area will help in understanding education trends and potential challenges in this district. This data can also inform decision-making processes regarding resource allocation and educational policy.

The success of Ambali Usara Faliya Primary School lies not only in its infrastructure but also in its dedication to its students and community. It serves as a beacon of opportunity, providing a solid foundation for the future generations of the region. Its ongoing contribution is vital to the progress of the area and the development of its children.

The existence of Ambali Usara Faliya Primary School is a crucial element in the wider context of rural development in India. By providing basic education, the school supports community advancement and helps bridge the educational gap between urban and rural areas. Investing in such institutions is vital for national progress.