DYANAND PUBLIC SCH. GOODLIYA SEN.SEC.

DYANAND PUBLIC SCH. GOODLIYA SEN.SEC. was established in 1998 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GOVINDGARH block of JAIPUR district of Rajasthan. The school consists of Grades from 1 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 Private building. It has got 8 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 267 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

Dyanand Public School: A Comprehensive Profile

Dyanand Public School, Goodliya Sen.Sec., a private co-educational institution located in the rural area of Govindgarh block, Jaipur district, Rajasthan, has been educating students since its establishment in 1998. Operating under private unaided management, the school offers a comprehensive education from Class 1 to Class 12, following the State Board curriculum for both Class 10 and Class 12.

The school’s infrastructure includes a sturdy pucca building, housing eight well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities, ensuring a conducive learning environment. Electricity ensures uninterrupted operations, while a reliable tap water supply addresses the students’ hydration needs. The presence of a functional playground and a library stocked with 267 books enriches the learning experience beyond the classroom.

Accessibility features are also prioritized. The school features ramps for disabled students, ensuring inclusivity in its educational approach. Furthermore, the presence of two computers, although lacking a dedicated computer-aided learning lab, aids in integrating technology into the learning process.

The school’s teaching staff comprises eight male teachers and three female teachers, totaling eleven educators dedicated to imparting knowledge. Hindi serves as the primary medium of instruction. The school’s commitment to safety is evident in its provision of two boys’ and two girls’ toilets. A secure pucca boundary wall ensures a safe and protected environment for students.

The school’s rural setting provides a unique learning environment, different from urban counterparts. This context shapes the school’s interaction with its community and its approach to education. The absence of a pre-primary section focuses the school’s resources on primary and secondary education.

Despite not providing midday meals, the school prioritizes the core aspects of education, focusing on providing a strong academic foundation for its students. Its location, accessibility, and facilities underscore its commitment to providing quality education to students in a rural setting.

The school’s commitment to providing quality education is evident in its well-maintained facilities and dedicated staff. The inclusion of ramps for disabled students further highlights the school’s commitment to inclusivity and accessibility. The school’s commitment to providing a sound education in a supportive learning environment makes it a valuable asset to the community.

The availability of a library, while modest in size, indicates a commitment to fostering a love of reading and self-directed learning. This, coupled with a functional playground, contributes to the holistic development of students beyond the confines of the classroom.

The school’s reliance on Hindi as the primary medium of instruction caters to the linguistic needs of its local student body, ensuring effective communication and understanding. The use of technology, though limited, represents a step towards integrating modern teaching methods.

In conclusion, Dyanand Public School showcases a commitment to providing quality education within its rural context. The school’s blend of traditional and modern learning approaches reflects an adaptable and community-focused institution, working to empower its students in their educational journey. Further expansion and resource allocation could further enhance its ability to serve its community even more effectively.