C K AJMERA PRI SCH

C K AJMERA PRI SCH was established in 1966 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in IDAR block of SABAR KANTHA district of Gujrat. 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. 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 Private 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well 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 500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 25 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

C K AJMERA PRI SCH: A Rural Upper Primary School in Gujarat, India

C K AJMERA PRI SCH, a private aided upper primary school, stands as a testament to educational commitment in rural Gujarat. Established in 1966, this co-educational institution serves students from classes 6 to 8, offering a crucial link in their academic journey. The school’s location in the IDAR block of SABAR KANTHA district positions it within a community it actively serves.

The school’s infrastructure reflects a commitment to providing a conducive learning environment. Housed in a private building with three well-maintained classrooms, it offers ample space for teaching activities. The presence of a library stocked with 500 books underscores the importance placed on literacy and independent learning. Further enhancing the learning experience, a functional playground provides a space for physical activity and social interaction, crucial for holistic development.

A significant aspect of the school’s operations is its provision of midday meals, prepared and served on the school premises. This ensures students receive adequate nutrition, a vital element supporting their concentration and overall well-being. The school’s commitment to accessibility is evident in the presence of ramps for disabled children, a practical feature that promotes inclusivity.

The school’s technological resources are notable. Twenty-five functional computers are available for educational purposes, showcasing a proactive approach to integrating technology into the curriculum, though computer-aided learning programs aren’t currently implemented. Access to electricity and a reliable well as the drinking water source further supports the school’s functionality and creates a comfortable learning environment.

The school’s dedicated teaching staff comprises three individuals – two male teachers and one female teacher – all working under the guidance of Head Teacher RABARI SHEDHABHAI MAHADEVBHAI. Gujarati serves as the primary medium of instruction, fostering a sense of cultural connection and promoting effective communication within the classroom. The school’s robust infrastructure and committed staff create a positive learning environment for its students.

The school building features a pucca boundary wall, ensuring safety and security for students and staff. One boys’ and one girls’ toilet are available, addressing a crucial aspect of hygiene and sanitation. The school’s rural location highlights its important role in bridging the educational gap in underserved communities. The school’s management operates under a private aided model, combining private investment with public support.

The presence of a library and playground underscores the holistic approach to education adopted by the school. The provision of meals and clean drinking water addresses basic needs, fostering a learning environment that is both supportive and conducive to academic success. The accessibility features for disabled students demonstrate a commitment to inclusivity and equal opportunities.

The school’s commitment to education is further highlighted by its dedication to providing access to computers and modern learning tools. While computer-aided learning is not yet implemented, the availability of computers indicates a forward-thinking approach and a willingness to adapt to changing educational landscapes. This forward-thinking attitude suggests a potential for future growth and development in their technology utilization.

In conclusion, C K AJMERA PRI SCH represents a significant contributor to primary education in rural Gujarat. Its dedication to providing a supportive and inclusive learning environment, coupled with its commitment to basic amenities and technological resources, positions it as a valuable asset within its community. The school serves as a model for providing quality education in a rural setting. The school’s future development and continued success will be essential in nurturing the next generation of students in the region.