GOUSIYA PUB. PRI. SHI. KANNOJ

GOUSIYA PUB. PRI. SHI. KANNOJ was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BHADESAR block of CHITTAURGARH 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 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 Pucca boundary wall. The school has 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 Provided and Prepared in School Premises providing mid-day meal.

Gousiya Pub. Pri. Shi. Kannoj: A Detailed Profile of a Rural Primary School

Gousiya Pub. Pri. Shi. Kannoj, a primary school located in the rural area of Badesar block, Chittaurgarh district, Rajasthan, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 2005, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting the diverse educational structures prevalent in the region.

The school’s infrastructure, while modest, is functional. Housed in a private building, it comprises three classrooms in good condition, providing adequate space for its students. The presence of a playground underscores the importance given to physical activity and recreation in the school’s curriculum. The school’s pucca boundary wall ensures a safe and secure environment for its students. Reliable electricity ensures uninterrupted learning, a significant advantage in a rural setting.

The school’s academic offerings cater to students from Class 1 to Class 5, with instruction primarily conducted in Hindi. A noteworthy feature is the inclusion of a pre-primary section, indicating an early childhood education focus. Five female teachers are dedicated to imparting knowledge and nurturing young minds, reflecting a predominantly female teaching staff. Two additional teachers cater specifically to the pre-primary students, highlighting the school’s commitment to early childhood development. The provision of meals prepared on the school premises reflects a proactive approach to addressing the nutritional needs of its students.

The school’s accessibility is enhanced by its location on an all-weather road, making it readily reachable for students regardless of weather conditions. Its academic year commences in April, aligning with the broader educational calendar of the region. The school’s facilities include separate functional boys’ and girls’ toilets, promoting hygiene and sanitation.

While the school lacks a library, the presence of a functional playground provides a valuable space for recreation and physical development. The absence of computer-aided learning and computers themselves reflects the realities faced by many rural schools in terms of resource limitations. This lack of digital resources, while a challenge, does not detract from the school’s dedication to providing quality education within its available resources.

The school’s administrative structure is simple, with no head teacher specified. The absence of a dedicated head teacher may point towards a management structure reliant on collective decision-making or a smaller-scale administrative setup. The school’s classification as a Non-Ashram type (Govt.) school further clarifies its operational nature and regulatory framework. The school’s status as non-residential confirms it doesn’t provide boarding facilities for students.

The school’s commitment to education is evident in its dedicated female teachers, meal program, and focus on providing a safe and functional learning environment. While facing resource constraints, Gousiya Pub. Pri. Shi. Kannoj plays a vital role in providing foundational education to children in its community, shaping the future of its students within the given parameters. Its existence underscores the ongoing need for improved resources and infrastructure in rural schools across the region. The school’s continued operation and its contribution to the local community deserve recognition and support.