DUJEVAR P.S.

DUJEVAR P.S. was established in 1969 and it is managed by the Local body. It is located in Rural area. It is located in KAPADVANJ block of KHEDA 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 2 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 None 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 88 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.

Dujevar Primary School: A Profile of a Rural Gujarat Institution

Dujevar Primary School (DUJEVAR P.S.), established in 1969, serves the rural community of Kapadvanj block in Kheda district, Gujarat. Managed by the local body, this co-educational school provides primary education from classes 1 to 5, utilizing a Gujarati medium of instruction. Its location, accessible by all-weather roads, ensures consistent student attendance. The school’s academic year commences in April, following the standard Gujarat academic calendar.

The school infrastructure comprises a government-owned building, housing two well-maintained classrooms dedicated to teaching. Additional rooms support non-teaching activities and provide a dedicated space for the head teacher. The school is enclosed by a sturdy pucca boundary wall and benefits from a reliable electricity connection. A notable feature is the school’s library, stocked with 88 books, providing valuable supplementary resources for students. Recreational needs are met with a dedicated playground, ensuring a balanced learning environment. Accessibility for students with disabilities is facilitated by ramps, promoting inclusivity within the school community.

The school’s staff includes one male teacher and one female teacher, totaling two dedicated educators. The head teacher, Arunaben Kohyabhai Prajapati, provides leadership and guidance to the school’s operations. A critical aspect of the school’s provision is its midday meal program, with meals prepared and provided on the school premises, addressing the nutritional needs of its students. The school’s commitment to its students is further evident in its functional boys’ and girls’ toilets.

While the school doesn’t offer pre-primary education or computer-aided learning, it provides a solid foundation in primary education. The absence of computer labs does not diminish the quality of education provided. The focus remains on fundamental literacy and numeracy skills through effective classroom teaching within the available resources. The school’s commitment to providing a functional and safe learning environment remains a key priority.

The school’s library, although relatively small, signifies the importance placed on reading and learning beyond the classroom. The books available likely cater to the primary school curriculum and may include supplementary reading materials. This simple resource contributes significantly to fostering a love of reading amongst young students. The presence of a playground acknowledges the importance of physical activity and play in child development. This space provides a venue for social interaction and the development of crucial physical and social skills.

The provision of separate boys’ and girls’ toilets speaks volumes about the school’s commitment to hygiene and sanitation, essential factors for a healthy learning environment. This is a crucial element in maintaining a positive and inclusive learning atmosphere. The school’s physical infrastructure, including the pucca wall and reliable electricity supply, enhances safety and comfort for both students and teachers.

The school’s management by the local body ensures community involvement and accountability. This participatory model fosters local ownership and responsiveness to the specific needs of the Dujevar community. This local management structure contributes to the school’s adaptability to changing local needs and priorities.

The absence of pre-primary classes underscores the specific educational focus on primary education. The school’s dedication to providing a quality primary education within its current resources is evident. The absence of certain amenities does not negate the vital role the school plays in providing a foundational education to the children of Dujevar.

In conclusion, Dujevar Primary School serves as a cornerstone of the community, providing a crucial service in basic education and supporting the well-being of its students. Its strong foundation, commitment to its students, and supportive community partnerships will undoubtedly continue to contribute positively to the lives of its pupils for years to come. The school exemplifies the dedication of educators in rural settings to provide quality education, despite resource limitations.