GOVT PS BERALIYA KI DHANI

GOVT PS BERALIYA KI DHANI was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in AMBER block of JAIPUR 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 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 2 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 Provided and Prepared in School Premises providing mid-day meal.

Govt PS Beraliya Ki Dhani: A Rural Primary School in Rajasthan

Govt PS Beraliya Ki Dhani, a government-run primary school, serves the rural community of Amber block in Jaipur district, Rajasthan. Established in 1999, this co-educational institution provides primary education (classes 1-5) to the local children. The school’s management falls under the purview of the local body, reflecting its close ties to the community it serves.

The school building, a government structure, houses two classrooms ensuring sufficient space for learning activities. While lacking a boundary wall and electricity connection, the school boasts a playground, providing a vital space for recreational activities and physical development. The absence of a library, however, highlights a potential area for improvement in enriching the learning experience.

The school’s dedicated teaching staff comprises three teachers: two male and one female. These educators are committed to providing a quality education, utilizing Hindi as the medium of instruction. The provision of midday meals directly within the school premises ensures that students receive proper nourishment, supporting their academic pursuits. The school also features functional boys’ and girls’ toilets, promoting hygiene and sanitation.

The absence of computer-aided learning and computers themselves signifies a need for technological upgrades. Similarly, the lack of ramps highlights accessibility challenges for children with disabilities, suggesting a future requirement for infrastructure improvements. The school does not offer a pre-primary section, thus focusing solely on primary education. The head teacher, Ashoka Kumar, plays a crucial role in the school’s administration and overall functioning.

The school’s location in a rural setting indicates potential challenges in accessing resources and infrastructure. However, its operational status, despite these limitations, speaks volumes about the dedication of the teachers and the importance placed on education within the community. The availability of a functional playground and midday meals represents a positive step towards creating a holistic learning environment.

Improvements in infrastructure such as adding a boundary wall, providing electricity, and establishing a library with books would greatly enhance the school’s learning environment. Addressing the lack of computer-aided learning and accessibility for children with disabilities should be prioritized for future development.

Despite the resource constraints, the school’s continued operation reflects the community’s strong commitment to education. The dedication of the teaching staff, amidst the challenges of a rural setting, is commendable. Further investment in resources could significantly elevate the school’s capabilities and learning outcomes.

The school’s accessibility is ensured by an all-weather road, allowing consistent access for students and staff. The consistent provision of mid-day meals within the school premises indicates a conscious effort to support the well-being of the students.

The absence of a pre-primary section focuses the school’s efforts on providing quality primary education. This targeted approach potentially allows for a higher level of attention to be devoted to the students in the existing primary classes.

The school’s details highlight the varied realities of education in rural India, showcasing both the dedication to learning and the significant need for targeted resource allocation to ensure equitable access to quality education for all children. The ongoing commitment of the local body to supporting this institution exemplifies the community’s belief in the transformative power of education.