GOVT.PRIMARY SCH. 23 APD

GOVT.PRIMARY SCH. 23 APD was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in ANOOPGARH 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 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 no playground. The school has a library and has 10 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 No. 23 APD: A Profile of a Rural Rajasthan School

Govt. Primary School No. 23 APD, located in the Anoppgarh block of Ganganagar district, Rajasthan, is a rural, co-educational institution established in 2002 under the management of the local body. The school’s primary focus is on providing primary education, catering to students from Class 1 to Class 5. Instruction is conducted in Hindi.

The school’s infrastructure comprises a government-owned building featuring two classrooms in good condition, suitable for providing instruction to its students. While lacking a playground, the school boasts a library containing 10 books and possesses a pucca (permanent) boundary wall. Importantly, the school provides mid-day meals, prepared on the premises. Access for students with disabilities is facilitated by ramps.

The school’s teaching staff consists of two male teachers, dedicated to delivering quality education to the students. While the school lacks electricity and a computer-aided learning lab, it possesses essential amenities such as separate boys’ and girls’ toilets. The absence of a readily available drinking water source presents a challenge that needs attention.

The school’s management is committed to providing a functional learning environment. While improvements in infrastructure and resources are needed, the dedication of the teachers is apparent. The school follows a standard academic calendar, with the academic session commencing in April.

This government primary school plays a vital role in providing education to children in a rural setting. Its commitment to providing education in a co-educational environment is commendable, despite resource constraints. The existing infrastructure provides a functional space for learning and teaching.

The school’s library, however small, signifies a commitment to literacy and learning beyond the classroom. The provision of mid-day meals addresses a crucial need for nutrition amongst the students, supporting their holistic development. The presence of ramps highlights the school’s commitment to inclusivity and accessibility.

The absence of certain amenities like electricity and a computer lab points to areas where improvements are needed to enhance the educational experience. Securing electricity could significantly improve the learning environment, while introducing computer-aided learning could bridge the digital divide.

Investing in additional educational resources would also greatly benefit the students. Expansion of the library collection, along with the addition of learning materials and extracurricular activities, would enrich their learning journey.

The school’s location in a rural area underscores its significance in providing educational opportunities to children who might otherwise lack access to schooling. Its continued operation is crucial to the community’s development and well-being.

The dedication of the teachers in providing a quality education despite resource constraints highlights their commitment to the students’ future. Continued support from the local body and other stakeholders is crucial for further growth and improvement. The school serves as a testament to the importance of basic education in rural communities, despite facing various challenges.