GBN PUBLIC SCHOOL

GBN PUBLIC SCHOOL was established in 2011 and it is managed by the Unrecognised. It is located in Rural area. It is located in GHARAUNDA block of KARNAL district of HARYANA. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Private building. It has got 9 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 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 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

GBN Public School: A Profile of a Rural Primary School in Haryana, India

GBN Public School, a private co-educational institution located in the rural area of Gharaunda block, Karnal district, Haryana, stands as a testament to educational access in a rural setting. Established in 2011, the school provides primary and upper primary education, encompassing classes 1 through 8. Its unrecognised management status underscores the need for continued support and development within the local educational landscape.

The school’s infrastructure comprises nine classrooms, all in good condition, providing ample space for learning. Two boys’ toilets and two girls’ toilets cater to the students’ hygiene needs. The presence of a pucca (permanent) boundary wall ensures the safety and security of the school premises. A reliable electricity connection facilitates the smooth operation of the school’s activities. Tap water serves as the primary source of drinking water, meeting the essential hydration needs of the students and staff. Importantly, ramps for disabled children ensure accessibility to the school’s facilities, promoting inclusivity.

The school’s teaching staff consists of a dedicated team of 10 teachers, comprising 4 male and 6 female educators, and led by Head Teacher Manjeet Kumar. The presence of 2 pre-primary teachers highlights the school’s commitment to early childhood education. The school also boasts 4 functional computers, furthering its commitment to integrating technology into the curriculum, although it lacks a dedicated computer-aided learning lab. Hindi serves as the primary medium of instruction, catering to the local language needs. The school’s location on an all-weather road ensures accessibility throughout the year. The academic session commences in April, aligning with the regional academic calendar.

The school’s curriculum focuses on providing a holistic education, with a strong emphasis on primary and upper primary subjects. While the school offers a pre-primary section, it does not currently offer classes beyond the eighth grade. The absence of a library and playground presents opportunities for future development and enhancement of the learning environment.

The school’s dedication to providing quality education despite its limitations is noteworthy. The school’s lack of a library and playground underscores the challenges faced by many rural schools in accessing resources. The unrecognised management status highlights the complexities surrounding funding and support for such institutions.

The school’s strength lies in its committed teaching staff and accessible location. The provision of essential facilities such as toilets, electricity, and drinking water contributes to a more conducive learning environment. The inclusion of ramps for disabled children demonstrates a commitment to inclusive education.

Future development could focus on acquiring a library to enrich the learning experience, building a playground to promote physical activity, and upgrading to a recognised status to access further resources and support. These enhancements would significantly contribute to the overall quality of education offered at GBN Public School.

GBN Public School serves as a vital educational resource for the rural community it serves. Despite its challenges, the school’s commitment to providing a functional and accessible educational space demonstrates resilience and underscores the community’s dedication to education. Through future development and support, the school has the potential to further elevate its educational offerings and contribute significantly to the educational landscape of Haryana.

The school’s operational model demonstrates the realities faced by many rural schools in India, balancing limited resources with a strong commitment to providing accessible and quality education. Its story serves as a reminder of the ongoing need for support and development in rural education to ensure equitable educational opportunities for all children.

The information provided in this profile highlights the unique characteristics of GBN Public School. The detail offered aims to provide a comprehensive understanding of the school’s infrastructure, academic focus, and management structure within the broader context of rural education in India.