G.P.S. KOLI KHERA

G.P.S. KOLI KHERA was established in 2013 and it is managed by the Local body. It is located in Rural area. It is located in RAIPUR 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 0 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 N/A 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 but not Prepared in School Premises providing mid-day meal.

G.P.S. KOLI KHERA: A Rural Primary School in Rajasthan

G.P.S. KOLI KHERA, a primary school located in the rural area of Rajasthan, India, stands as a testament to the ongoing efforts to provide basic education in underserved communities. Established in 2013, this co-educational institution serves students from Class 1 to Class 5, offering a foundational education within the constraints of its limited resources.

The school’s management rests with the local body, highlighting the community’s involvement in its operation. Instruction is primarily conducted in Hindi, reflecting the local language and cultural context. While lacking a pre-primary section, the school strives to impart essential knowledge and skills to its young students. The absence of a dedicated school building presents challenges, but the school adapts to the available space to ensure learning continues.

Despite the lack of a building, the school operates with a single male teacher, demonstrating the commitment of individuals to provide educational opportunities to the children in the area. The availability of one boys’ toilet and one girls’ toilet is a notable positive aspect, emphasizing the school’s dedication to providing a safe and hygienic environment for its students.

The school’s mid-day meal program is a significant aspect, supplementing students’ nutrition and supporting their attendance. The meals are provided although not prepared on the school premises itself. This partnership with external organizations highlights the collaborative nature of the school’s operation.

The absence of certain amenities like electricity, a library, playground, and computers highlights the resource limitations faced by G.P.S. KOLI KHERA. However, the school perseveres, focusing on providing core academic instruction. The lack of a computer-aided learning lab and computers indicates a need for future improvements in educational technology.

The school’s location in the RAIPUR block of BHILWARA district, Rajasthan, provides geographical context. Its rural setting underscores the challenges of providing education in remote areas, where access to resources and infrastructure can be limited.

Despite the obstacles, G.P.S. KOLI KHERA serves an essential role in its community. The school’s existence reflects the dedication of the local community and the teaching staff in providing educational opportunities for students, regardless of the challenges.

The school’s operational details, like the lack of a school building and the limited number of teachers and facilities, highlight areas for potential improvement and support. Future development and investment could significantly enhance the educational experience for the students.

The school’s reliance on a single male teacher illustrates the need for more staff to provide adequate attention and support to the students. The lack of female teachers presents a potential area for improvement to ensure a more inclusive and representative learning environment.

The school’s commitment to providing education in a rural setting serves as a beacon of hope for the community. The school’s future relies on continued community support and potential governmental initiatives to improve its facilities and infrastructure. The ongoing dedication of its staff remains a vital factor in the school’s continued success in educating the children of KOLI KHERA.