GORDHAN MAMO. PUB. SCHOOL SAMELYA

GORDHAN MAMO. PUB. SCHOOL SAMELYA was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PHAGI block of JAIPUR district of Rajasthan. The school consists of Grades from 1 to 10. 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 Private building. It has got 3 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 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 Not Provided providing mid-day meal.

Gordhan Mamo Public School, Samelya: A Comprehensive Overview

Gordhan Mamo Public School, situated in the rural area of Samelya, Jaipur district, Rajasthan, is a private, co-educational institution established in 2009. Operating under the Pvt. Unaided management, the school offers a comprehensive education from Class 1 to Class 10, following the State Board curriculum for Class 10. The school also features a pre-primary section, catering to younger learners.

Academics and Infrastructure:

The school’s instruction medium is Hindi, delivered by a dedicated teaching staff comprising six male teachers and one female teacher, along with a separate pre-primary teacher. The school building, while privately owned, houses three classrooms in good condition, ensuring a conducive learning environment. A playground is also available for students’ recreational needs. Despite lacking a library and computer-aided learning facilities, the school provides a basic infrastructure for its students. The school’s location is easily accessible via an all-weather road.

Facilities and Resources:

The school prioritizes the well-being of its students and provides essential facilities. The school possesses one boys’ toilet and one girls’ toilet, ensuring basic sanitation. However, it lacks a boundary wall and a consistent electricity supply. The absence of a library and computer lab limits the scope of learning resources available to the students. Importantly, the school currently doesn’t provide mid-day meals. The drinking water source is identified as “None,” highlighting a significant area requiring attention and improvement.

Management and Administration:

The school is managed privately and operates independently. While the school’s dedicated teachers strive to provide quality education, several key infrastructural limitations require immediate attention. The absence of crucial amenities such as a library, computer facilities, a boundary wall, and a reliable source of drinking water pose significant challenges to the overall learning environment.

Areas for Improvement:

Several aspects of the school require significant improvement to enhance the quality of education provided. Prioritizing the provision of a consistent electricity supply, establishing a well-stocked library with relevant learning materials, and installing computer facilities are critical steps towards improving the learning experience. Additionally, securing a dependable source of drinking water and building a boundary wall are essential for the safety and security of the students. A mid-day meal program could also significantly improve student attendance and overall well-being.

Community Engagement:

The school’s success depends significantly on the active participation of the local community. Engaging local stakeholders in fundraising initiatives to improve infrastructure and securing partnerships with NGOs to supplement resources can significantly boost the school’s capabilities. Community support can play a crucial role in addressing the identified shortcomings.

Conclusion:

Gordhan Mamo Public School, despite its limitations, strives to provide basic education to the students of Samelya. However, improvements in infrastructure, resource availability, and community engagement are necessary to elevate the quality of education and create a more conducive learning environment for its students. Addressing these shortcomings is crucial to ensuring a brighter future for the children educated at this school.

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