GOVT. PRY.SCHOOL DUBYARA

GOVT. PRY.SCHOOL DUBYARA was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in SIHORA block of JABALPUR district of Madhya Pradesh. 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 4 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 109 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.

Govt. Pry. School Dubyara: A Detailed Overview

Govt. Pry. School Dubyara, established in 1971, serves the rural community of Sihora block in Jabalpur district, Madhya Pradesh. Managed by the Department of Education, this co-educational primary school provides education from Class 1 to Class 5, using Hindi as the medium of instruction. The school’s accessibility is ensured by its location on an all-weather road, with academic sessions commencing in April.

The school building, a government-owned structure, comprises four well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, including a designated space for the head teacher. The school’s infrastructure includes a functional library, housing an impressive collection of 109 books, providing valuable learning resources for the students. While lacking a playground, the school ensures accessibility for disabled children through the provision of ramps. The school’s water source is functional hand pumps.

Despite the school’s existing facilities, there is scope for improvements. The absence of electricity presents a significant challenge, impacting learning opportunities, particularly in the evening. Furthermore, the lack of computer-aided learning restricts access to modern educational technologies. The Pucca but broken boundary wall presents a safety and security concern requiring immediate attention.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. The absence of a pre-primary section limits the school’s reach to younger children in the community. The school also lacks computer facilities, limiting access to technology-integrated teaching methods. Importantly, the school does not currently provide midday meals, highlighting a potential area for enhancement and support.

The school’s commitment to education is evident in its provision of separate functional boys’ and girls’ toilets, maintaining a hygienic learning environment. However, the lack of a playground limits opportunities for physical activity and recreation. This aspect could be improved to promote the holistic development of the students. The school’s library, though functional, could benefit from further expansion to broaden the range of learning resources available.

Govt. Pry. School Dubyara’s commitment to providing primary education is noteworthy, considering its established history and the resources available. The school successfully serves its local community, demonstrating its importance to the region.

The school’s infrastructure, though showing signs of age and needs, provides a functional base for learning. The absence of key resources, however, such as electricity and computer-aided learning, presents challenges that hinder the school’s potential to deliver a truly comprehensive education. Addressing these deficiencies would significantly enhance the quality of education provided.

Addressing the need for electricity would not only improve the learning environment but also potentially allow for extended learning hours. Investing in computer-aided learning would equip students with essential digital literacy skills, preparing them for future opportunities. Improvements to the school’s boundary wall are crucial for security and safety.

The school’s location and accessibility make it a crucial community resource. However, the provision of midday meals is vital to ensure that students have the energy and nutrition necessary for effective learning. By providing midday meals, the school can support the holistic development of its students.

In conclusion, Govt. Pry. School Dubyara plays a significant role in providing primary education to the rural community it serves. While possessing foundational infrastructure, targeted investment in key areas such as electricity, computer-aided learning, playground, and midday meals would enhance its effectiveness and contribute to the overall well-being of its students. The school’s commitment and the community’s need highlight the importance of continued support and development.