G.P.S. KARDA KA GOLIYA KARDA

G.P.S. KARDA KA GOLIYA KARDA was established in 1992 and it is managed by the Local body. It is located in Rural area. It is located in RANIWARA block of JALOR 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 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 Government building. It has got 4 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 But Broken 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 a library and has 117 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. Karada Ka Goliya Karada: A Rural Primary School in Rajasthan

G.P.S. Karada Ka Goliya Karada, a government primary school located in the rural Raniwara block of Jalor district, Rajasthan, has been serving the community since its establishment in 1992. Managed by the local body, this co-educational school provides education for students from Class 1 to Class 5, with Hindi as the primary language of instruction. The school’s academic year begins in April, offering a crucial educational foundation to the children of the area.

The school’s infrastructure includes a government-provided building housing four classrooms, all in good condition. While lacking a playground, the school boasts a library containing 117 books, a valuable resource for enriching students’ learning experiences. The school’s commitment to student well-being is evident in its provision of a midday meal, prepared on the premises. A crucial aspect of accessibility is addressed by the presence of ramps for disabled children, ensuring inclusivity in education. The school’s building features a pucca but broken wall, and unfortunately lacks electricity. Basic sanitation is provided with one functional boys’ toilet and one functional girls’ toilet. However, the school lacks access to a reliable source of drinking water.

The school’s teaching staff comprises three male teachers, dedicated to providing quality education to the students. They deliver instruction within the four functional classrooms. The school’s management is actively involved in ensuring the smooth running of the educational institution, supporting the teachers in their roles and addressing the needs of the students. The school’s administration manages operations without the support of head teachers or any contracted teachers. There is no pre-primary section.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to children who might otherwise have limited access to schooling. Its existence demonstrates a local commitment to education and community development. The available resources, despite some limitations, are effectively utilized to deliver a basic education.

The school’s focus is primarily on providing foundational primary education (Classes 1-5). The lack of computer-aided learning facilities reflects the challenges faced by many rural schools in accessing advanced educational technologies. However, the presence of a library and the provision of midday meals demonstrate a dedication to providing a supportive learning environment. The school structure is specifically designed for primary education, not extending to secondary or higher levels.

Despite the absence of certain amenities such as computers and electricity, the school continues to provide essential primary education to its students. The dedicated teachers, along with the support of the local community, contribute to the ongoing success of the institution. This commitment highlights the importance of education in rural communities, even in the face of infrastructural challenges.

The school’s existing infrastructure, while functional, reveals areas where improvements could enhance the quality of education and the overall student experience. Addressing the lack of electricity, improving the boundary wall, and securing a reliable source of drinking water would significantly improve the learning environment.

The availability of restrooms and ramps reflects a focus on inclusivity and accessibility. The library serves as a valuable resource, enhancing learning opportunities beyond the classroom. These features underscore a holistic approach to education that considers various aspects of the students’ well-being and needs.

The provision of a midday meal ensures that students have access to nutritious food, promoting their physical health and educational success. The focus remains on basic literacy and numeracy, forming the groundwork for future academic pursuits. The school’s operations are primarily driven by its teaching staff and the local management.

The dedication of the staff and the support of the local body demonstrate a commitment to the educational needs of the community. Future improvements and potential expansions could further enhance the educational opportunities available at G.P.S. Karada Ka Goliya Karada, benefiting the children and the wider community it serves.