G.P.S.PIPALDA

G.P.S.PIPALDA was established in 1993 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in DHAR block of DHAR district of Madhya Pradesh. 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 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 a playground. The school has a library and has 70 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.PIPALDA: A Primary School in Dhar, Madhya Pradesh

G.P.S.PIPALDA, a primary school located in the rural area of Dhar district in Madhya Pradesh, is managed by the Tribal/Social Welfare Department. Established in 1993, the school caters to students from Grades 1 to 5. It is a co-educational institution, offering instruction in Hindi, with a total of 2 male teachers. While the school does not have a pre-primary section, it provides a mid-day meal for its students, although the meals are not prepared on school premises.

The school’s infrastructure includes a government building with 2 classrooms in good condition, along with 2 additional rooms for non-teaching activities. A separate room is designated for the headmaster/teacher. The school also boasts a playground and a library stocked with 70 books. Despite being in a rural setting, the school is accessible via an all-weather road.

While the school does not have electricity, it provides ramps for disabled students to access the classrooms. The school is equipped with a boys’ toilet and a girls’ toilet, both of which are functional. However, G.P.S.PIPALDA lacks computers for teaching and learning, and does not have a computer-aided learning lab.

The school’s commitment to providing a quality education is evident in its well-maintained facilities and the presence of a library. However, the lack of electricity and computer resources may pose a challenge to enhancing the learning environment. With the dedication of its teachers and the support of the Tribal/Social Welfare Department, G.P.S.PIPALDA strives to equip its students with the foundation they need to succeed.

Key Features of G.P.S.PIPALDA:

• Location: Rural area of Dhar district, Madhya Pradesh
• Establishment: 1993
• Management: Tribal/Social Welfare Department
• Grades: 1 to 5
• School Type: Co-educational
• Instruction Medium: Hindi
• Total Teachers: 2 (Male)
• Building: Government building with 2 classrooms
• Amenities: Playground, library (70 books), boys’ toilet, girls’ toilet, ramps for disabled students
• Mid-day Meal: Provided but not prepared on school premises
• Accessibility: All-weather road

Challenges and Opportunities:

• Lack of Electricity: This limits the use of technology in the classroom.
• Absence of Computers: Opportunities for computer-aided learning are limited.
• Potential for Growth: With the addition of electricity and computer resources, G.P.S.PIPALDA could enhance its educational offerings and provide a more dynamic learning environment for its students.

Conclusion:

G.P.S.PIPALDA is a primary school in Dhar, Madhya Pradesh, serving the needs of students in the rural community. Despite facing certain challenges, the school strives to provide a basic education to its students. By addressing the lack of electricity and computers, the school can significantly enhance its teaching capabilities and create a more enriching learning experience for its pupils.