GOVT. PRIMARY SCH, 3 G CHOTI

GOVT. PRIMARY SCH, 3 G CHOTI was established in 1971 and it is managed by the Local body. It is located in Rural area. It is located in SRI GANGANAGAR 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 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 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 no playground. The school has a library and has 165 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 School, 3 G Choti: A Detailed Overview

Govt. Primary School, 3 G Choti, located in the rural area of Sri Ganganagar block, Ganganagar district, Rajasthan, is a government-run co-educational primary school established in 1971. Managed by the local body, this institution serves students from Class 1 to Class 5, offering a vital educational foundation for the community.

The school’s infrastructure comprises a government building equipped with two classrooms, all in good condition. These classrooms provide the space for imparting knowledge to students. A significant asset of the school is its library, housing an impressive collection of 165 books, fostering a love for reading and learning among its students. The school also benefits from a reliable electricity connection. The school building is enclosed by a sturdy pucca boundary wall.

The school’s commitment to its students’ well-being is evident in its provision of both boys’ and girls’ toilets, ensuring a safe and hygienic learning environment. While lacking a playground, the school prioritizes the provision of midday meals, prepared and served on-site. Furthermore, the school’s utilization of Hindi as the medium of instruction ensures accessibility for the local students.

The teaching staff consists of three female teachers, dedicated to educating the students. The school’s curriculum focuses on primary education, covering a range of fundamental subjects. The school operates under the ‘Others’ board for both Class 10 and Class 10+2 examinations. The school is not residential and does not offer pre-primary education.

The school’s location is easily accessible via an all-weather road. The academic year commences in April, following the standard academic calendar. The absence of ramps indicates an area for potential improvement in accessibility for students with disabilities. The school currently lacks computers and a computer-aided learning lab, presenting opportunities for technological upgrades in the future.

The school’s commitment to providing a quality education within its resource constraints is admirable. While lacking certain amenities, the presence of a functioning library, dedicated teachers, and a commitment to providing nutritious meals underscores the school’s dedication to its students.

The school’s geographical location in a rural area highlights its important role in providing educational access to a community that might otherwise lack these opportunities. Further improvements, such as the addition of a playground and computer lab, could enhance the students’ overall learning experience.

The school’s operational details, including the absence of male teachers and a head teacher, are also noteworthy. This information helps to paint a comprehensive picture of the school’s current staffing levels and management structure.

This detailed description provides a valuable resource for anyone seeking information about Govt. Primary School, 3 G Choti. The available data offers insights into the school’s strengths and areas for potential development, paving the way for informed decision-making and targeted improvements.

In conclusion, Govt. Primary School, 3 G Choti, while facing some infrastructural limitations, stands as a testament to the importance of accessible and quality primary education in rural areas. Its commitment to its students is evident in its resourcefulness and dedication to providing a supportive learning environment. Further investments and improvements could significantly enhance its capacity and contribute even more effectively to the community.