G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR

G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in KOLAYAT block of BIKANER district of Rajasthan. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 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.S.P.S., CHAK 3 GM, SHASHTRI NAGAR: A Detailed Profile of a Rural Primary School

G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR, a government primary school located in the rural area of KOLAYAT block, BIKANER district, Rajasthan, stands as a testament to the nation’s commitment to primary education. Established in 1993 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a pre-primary section as well. Instruction is primarily delivered in Hindi.

The school’s infrastructure comprises a government-provided building, housing four classrooms in good condition. Two additional rooms support non-teaching activities. The building is enclosed by a pucca boundary wall, though it’s noted to be in a state of disrepair. Unfortunately, the school currently lacks an electricity connection. The absence of a library and playground presents challenges for enriching the learning environment. While drinking water is currently unavailable, the school boasts ramps, ensuring accessibility for students with disabilities.

The teaching staff consists of two male teachers, dedicated to providing quality education. Interestingly, the school employs a substantial number of 19 pre-primary teachers, indicative of a strong emphasis on early childhood development. The school provides and prepares mid-day meals on-site, ensuring students’ nutritional needs are met.

Despite the absence of certain amenities, the school’s commitment to education is undeniable. The lack of electricity, library, and playground underscores the need for further development and resource allocation to enhance the learning experience. The functional boys’ and girls’ toilets demonstrate a focus on providing basic facilities. However, the absence of computers and a computer-aided learning lab limits access to modern educational technology.

The school’s location in a rural area presents both unique challenges and opportunities. While accessibility via an all-weather road is a positive factor, reaching out to underserved communities and providing adequate resources remains a critical priority.

The school operates on an academic calendar that begins in April, aligning with the broader educational system in the region. Its non-residential nature simplifies the logistics of student attendance, although it does not offer boarding facilities.

The absence of a head teacher, as indicated in the available data, suggests a need for further administrative support and leadership within the school. The lack of female teachers also points to a potential area for improvement in ensuring balanced representation and diverse perspectives within the teaching staff.

Despite these challenges, G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR, continues to serve its community, providing essential primary education to its students. The school’s commitment to providing a basic education and mid-day meals shines through, highlighting its dedication to the well-being of its students. Further investment in infrastructure and resources would significantly enhance the learning environment and foster a more conducive atmosphere for student success.

The school’s management, under the Department of Education, holds the responsibility of addressing the identified needs and ensuring the continued growth and development of G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR, thereby securing a brighter future for its students. The focus should be on securing electricity, establishing a library and playground, and recruiting additional staff.

Further improvements in infrastructure and resources would ensure G.S.P.S., CHAK 3 GM, SHASHTRI NAGAR, continues to play a vital role in providing quality education to the children of its community, helping to shape a brighter future for the region.