G.P.S. DANG PER BHILON KA KHEDA

G.P.S. DANG PER BHILON KA KHEDA was established in 2013 and it is managed by the Local body. It is located in Rural area. It is located in HURDA block of BHILWARA 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 No Building building. It has got 1 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 No Boundary Wall boundary wall. The school has doesn’t 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 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. Dang Per Bhiloka Kheda: A Rural Primary School in Rajasthan

G.P.S. Dang Per Bhiloka Kheda is a primary school located in the rural area of Hurda block, Bhilwara district, Rajasthan. Established in 2013, this co-educational institution is managed by the local body and caters to students from Class 1 to Class 5. The school’s primary language of instruction is Hindi, offering a foundational education to the community’s children. Accessible via an all-weather road, the school commences its academic year in April, adhering to the standard Rajasthan school calendar.

Infrastructure and Facilities:

The school currently operates without a dedicated school building, relying on a single classroom for instruction. Despite its limited infrastructure, the classroom is maintained in good condition, ensuring a suitable learning environment. The school also features two additional rooms dedicated to non-teaching activities and a separate space for the teachers. While lacking a boundary wall and electricity connection, the school prioritizes student safety and wellbeing. The availability of one boys’ toilet and one girls’ toilet indicates a commitment to basic sanitation. However, the absence of a playground, library, and computer facilities presents challenges to the school’s comprehensive development. The lack of drinking water facilities remains a significant concern, underscoring the need for improvement in this area.

Teaching Staff and Curriculum:

The school employs two female teachers, dedicated to providing quality education to its students. The curriculum focuses on core subjects, imparting essential knowledge and skills to young learners within the primary school framework (Classes 1-5). The school prepares and provides midday meals to its students, addressing a vital aspect of student wellbeing and ensuring that hunger does not hinder their learning.

Challenges and Opportunities:

The school faces several challenges, including limited infrastructure, lack of essential amenities like electricity and a library, and the absence of a playground. The need for improved sanitation facilities and a reliable source of drinking water is paramount. These limitations highlight the need for increased investment and support from local authorities and non-governmental organizations. However, despite these limitations, the school demonstrates a strong commitment to education, providing valuable learning opportunities to children in a rural setting.

Community Engagement and Future Prospects:

Community involvement plays a significant role in the school’s functioning and future development. Engaging local stakeholders and seeking partnerships with educational institutions and charitable organizations could pave the way for positive growth. This could include improving infrastructure, providing necessary resources, and implementing innovative teaching methods to enrich the learning experience.

Addressing the Needs of G.P.S. Dang Per Bhiloka Kheda:

Improving the school’s infrastructure is crucial for enhancing its educational capacity. Securing funding for a proper school building, installing electricity, constructing a library, and developing a playground would significantly improve the learning environment. Moreover, providing access to computers and internet connectivity would offer students exposure to technology and promote digital literacy. Ensuring a reliable source of drinking water is paramount for the health and hygiene of students and staff.

Conclusion:

G.P.S. Dang Per Bhiloka Kheda, despite its challenges, remains a vital educational institution serving a rural community in Rajasthan. Addressing the school’s infrastructural and resource deficiencies is crucial to enhance its educational effectiveness and provide students with a holistic learning experience. With appropriate support, this school has the potential to become a beacon of educational excellence in the region, empowering young minds and contributing to the community’s overall development.

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