GOVT. PS TELIYAN KA NANGLA

GOVT. PS TELIYAN KA NANGLA was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in MAHWA block of Dausa 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 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 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 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. PS TELIYAN KA NANGLA: A Comprehensive Overview of a Rural Primary School in Rajasthan

Nestled in the rural landscape of Rajasthan, GOVT. PS TELIYAN KA NANGLA stands as a beacon of primary education. Established in 1999 and managed by the local body, this co-educational school serves students from Class 1 to Class 5. Its location within the MAHWA block of Dausa district underscores its vital role in providing education to a geographically dispersed community.

The school’s infrastructure, while functional, reveals areas needing attention. The government-provided building houses three classrooms in good condition, alongside additional rooms for non-teaching purposes. A pucca but broken boundary wall surrounds the premises, highlighting the need for structural maintenance. The absence of electricity necessitates reliance on alternative sources of power, potentially affecting teaching and learning activities.

Despite these challenges, the school boasts several key assets. A library stocked with 200 books provides access to supplementary learning resources, promoting a culture of reading and independent study. Hand pumps offer a reliable source of drinking water, ensuring the students’ health and hydration throughout the school day. Importantly, the school provides mid-day meals, prepared on the premises, addressing a significant need for nutritional support among its students.

The school’s teaching staff comprises a single male teacher, dedicated to providing quality instruction. The absence of a pre-primary section suggests a potential opportunity for future expansion to cater to a wider age range of students. The instruction medium is Hindi, reflecting the linguistic needs of the local community. The school’s commitment to inclusivity is shown by the availability of ramps for disabled children, ensuring their access to learning is not compromised.

While the school lacks computer-aided learning and a playground, these absences present areas for improvement and potential future development. The availability of one boys’ toilet and one girls’ toilet fulfills a basic necessity but calls for ongoing maintenance and hygiene upkeep. The lack of computers highlights a gap in access to technology in education, and could be addressed through community initiatives or governmental support.

The school’s location requires all-weather road access for accessibility, a factor critical for maintaining a consistent student attendance. The academic year begins in April, following the standard calendar for the region. The absence of a head teacher, while unusual, is something that needs to be investigated and rectified.

GOVT. PS TELIYAN KA NANGLA’s strengths lie in its provision of basic education and essential amenities in a rural setting. The school’s shortcomings are areas which, if addressed, can further enhance the educational experience and well-being of its students.

The information provided highlights the school’s operational details and underscores the ongoing need for sustained support in terms of infrastructure development, access to resources, and teacher recruitment. Such support would help the school better serve its students and strengthen the community’s educational foundation. This would involve addressing structural repairs, securing electricity, and possibly investing in computer technology.

Future planning should consider the potential expansion of facilities, including playground development and the addition of a pre-primary section. This will help to improve students’ overall well-being and broaden the scope of services offered by the school. Continuous assessment and adjustments would ensure the school effectively meets the evolving educational needs of the community.