DR.AMBEDKAR SCH.KAKI PIND(EAST-02)

DR.AMBEDKAR SCH.KAKI PIND(EAST-02) was established in 1991 and it is managed by the Unrecognised. It is located in Urban area. It is located in JALANDHAR EAST block of JALANDHAR district of Punjab. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English 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 7 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

DR. Ambedkar School, Kaki Pind (East-02): A Comprehensive Overview

DR. Ambedkar School, Kaki Pind (East-02), a private co-educational institution located in the urban area of JALANDHAR EAST block, JALANDHAR district, Punjab, offers primary and upper primary education from classes 1 to 8. Established in 1991, this unrecognised school provides a valuable educational resource to the community.

The school’s infrastructure includes a pucca building with seven well-maintained classrooms, ensuring a conducive learning environment for its students. A playground is available for recreational activities, fostering physical development alongside academic pursuits. The school’s commitment to accessibility is demonstrated by its provision of ramps for disabled students, promoting inclusivity within the learning community. Further enhancing the learning experience, the school features a reliable tap water supply and electricity connection.

The school employs a dedicated team of three teachers, including one male and two female educators, supplemented by two pre-primary teachers, catering to the needs of its pre-primary section. Instruction is delivered in English, fostering multilingual proficiency among the students. The school’s operational model is straightforward, functioning as a non-residential institution without any shifts.

While the school lacks a library, its single functional computer serves as a valuable technological resource for both students and teachers. The absence of a computer-aided learning lab, however, presents an opportunity for future development and expansion of its technological capabilities. The school does not currently provide midday meals.

The school’s management structure, categorized as unrecognised, presents potential avenues for growth and recognition within the broader educational landscape. This could lead to increased access to resources, funding, and educational support, further enhancing the quality of education provided.

The school’s location in an urban setting provides students with convenient access to various facilities, fostering a well-rounded educational experience. The availability of a functional boys’ and girls’ toilet highlights the school’s commitment to providing basic amenities and a safe and hygienic learning space.

The school’s operational details reveal a clear focus on core academic provision. The information provided offers a snapshot of a school dedicated to providing basic education within its community, highlighting both strengths and areas for potential future development.

Despite not having a library or providing midday meals, the school’s provision of basic amenities like clean water, electricity, and functional restrooms reflects a commitment to providing a comfortable learning environment. The school’s accessibility features and dedicated teaching staff further contribute to its value within the community.

The absence of certain amenities and the school’s unrecognised status could be perceived as areas needing attention. However, the existing infrastructure and dedicated teaching staff provide a solid foundation for future development and improvement. The school’s commitment to providing a basic education in a conducive environment remains its primary focus.

DR. Ambedkar School serves as a vital educational institution within its community, offering primary and upper primary education with a focus on basic amenities and access for all students. Continuous development and expansion of its resources could further enhance the learning experience and opportunities for students in Kaki Pind (East-02).