G. P.S. KYARDA KHURD-2

G. P.S. KYARDA KHURD-2 was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in KHANDAR block of SAWAI MADHOPUR district of Rajasthan. 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 Not Applicable 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 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 no 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 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.

G.P.S. Kyarda Khurd-2: A Rural Primary School in Rajasthan

G.P.S. Kyarda Khurd-2, a government primary school located in the rural area of KHANDAR block, SAWAI MADHOPUR district, Rajasthan, serves the educational needs of the local community. Established in 1999 and managed by the local body, this co-educational institution provides primary education from classes 1 to 5. The school’s infrastructure comprises a government building with two functional classrooms, ensuring a conducive learning environment for its students.

The school’s operational details reveal a focus on basic education. Hindi serves as the primary medium of instruction, catering to the linguistic needs of the student population. While lacking computer-aided learning facilities and a library, the school provides essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. The absence of a playground and computer lab highlights areas where future development could significantly enhance the learning experience.

The school’s management and staffing structure are relatively straightforward. One male teacher heads the school, overseeing the educational activities. The school’s meal program stands out as a valuable support system, with mid-day meals provided and prepared on the school premises. This ensures students receive proper nourishment, bolstering their ability to focus on their studies.

The school’s building is constructed with pucca walls, ensuring a degree of structural stability and protection from the elements. However, the lack of electricity poses a challenge, potentially limiting the school’s operational hours and access to technological resources. The absence of ramps indicates a need for future accessibility improvements to ensure inclusivity for all students.

G.P.S. Kyarda Khurd-2’s location in a rural setting presents both opportunities and challenges. While it serves a vital role in providing education to a community that may lack other educational opportunities, the school faces the common challenges faced by many rural schools in India, including limited resources and infrastructure.

The school’s management operates under the “Local Body” classification, suggesting a strong community connection in the school’s governance and operations. This model of management might foster a greater sense of community ownership and involvement in the school’s affairs.

The school’s dedication to providing a basic education is evident. Despite lacking some modern amenities, the emphasis on providing a safe and functional learning environment with essential facilities such as clean drinking water and separate toilets suggests a commitment to the well-being of its students.

The absence of pre-primary sections and advanced classes reflects the school’s focus on basic primary education. Future expansion to include additional grades or supplementary programs could further improve the quality of education offered. This would necessitate securing additional resources and possibly attracting additional teaching staff.

Despite the limitations, G.P.S. Kyarda Khurd-2 plays a crucial role in providing basic primary education to the children in its community. Its dedication to providing a safe and functional learning environment, despite limited resources, highlights the importance of accessible education in rural areas.

The school’s future development will depend on securing additional funding and resources. Improving its infrastructure by adding electricity, a playground, a library, and computer facilities would significantly enhance the learning experience and prepare students for future academic success. Efforts to improve accessibility by constructing ramps could also promote inclusivity.