GOVT PRIMARY SCH 24 PS

GOVT PRIMARY SCH 24 PS was established in 1950 and it is managed by the Local body. It is located in Rural area. It is located in RAISINGHNAGAR block of GANGANAGAR district of Rajasthan. 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 1 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 Partial boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 a library and has 200 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.

Govt Primary Sch 24 PS: A Rural Primary School in Rajasthan

Govt Primary Sch 24 PS, established in 1950, serves the rural community of Raisinghnagar, Ganganagar district, Rajasthan. Managed by the local body, this co-educational primary school provides education from classes 1 to 5, with Hindi as the primary language of instruction. The school’s dedication to providing a basic education is evident in its facilities and resources.

The school building, owned by the government, houses a single classroom, ensuring a focused learning environment for its students. While lacking a playground, the school compensates with a library stocked with 200 books, fostering a love for reading and learning beyond the classroom. The school’s commitment to student well-being is further demonstrated by the availability of tap water and separate functional toilets for boys and girls. Accessibility is ensured with ramps provided for disabled children.

The school’s operational aspects are clearly defined. The academic year commences in April, following the standard Rajasthan school calendar. The school provides and prepares mid-day meals on its premises, ensuring students receive proper nourishment to support their learning. The school’s infrastructure, while basic, is functional. The presence of a partially constructed boundary wall provides some level of security and demarcation.

The teaching staff comprises two female teachers, dedicated to educating the young minds of the village. Although lacking computer-aided learning and electricity, the school provides a fundamental education within its resource constraints. The school’s location in a rural area reflects its commitment to reaching children in underserved communities.

The absence of computers and computer-aided learning reflects the realities of resource limitations in many rural Indian schools. However, the school’s existence and continued operation demonstrate a dedication to basic education despite these challenges. Further investment in resources and infrastructure would significantly enhance the learning experience for the students.

The school’s management by the local body ensures accountability and community involvement. This participatory approach fosters a stronger connection between the school and the community it serves. The school’s library, although modest in size, shows a clear intent to promote literacy and a love for reading.

The provision of midday meals is a crucial element in ensuring that children receive the nutrition necessary for optimal learning and development. This demonstrates a commitment to the holistic well-being of the students, addressing both their educational and nutritional needs.

The school’s infrastructure, while not luxurious, is functional and designed to serve the educational needs of the students. The presence of separate toilets and ramps reflects an awareness of the importance of inclusivity and sanitation in a safe learning environment.

The school’s location in a rural area underscores its significance in bridging the educational gap in underserved communities. The ongoing operation of the school, despite its limitations, is a testament to the commitment of teachers, administrators, and the local community to ensuring access to education for all children.

Future development and investment in Govt Primary Sch 24 PS could significantly improve the quality of education offered, including the potential for adding electricity, computer-aided learning facilities, and expanding its library and playground. However, the current provision of a basic education in a safe and functional environment is commendable.