GPS DUREHA

GPS DUREHA was established in 1989 and it is managed by the Department of Education. It is located in Rural area. It is located in NAGOD block of SATNA 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 7 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 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 51 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.

GPS Dureha: A Comprehensive Profile of a Rural Primary School in Madhya Pradesh, India

GPS Dureha, a primary school nestled in the rural landscape of the Nagod block in Satna district, Madhya Pradesh, stands as a testament to the commitment to education in India’s heartland. Established in 1989 under the Department of Education’s purview, this co-educational institution serves students from Class 1 to Class 5.

The school’s infrastructure comprises a government-provided building, housing seven well-maintained classrooms dedicated to learning. Two additional rooms cater to non-teaching needs, including a dedicated space for the school’s administrative staff. While the school lacks a boundary wall and electricity, it boasts a functional library containing 51 books, showcasing a dedication to fostering a love of reading amongst its students.

Water access is ensured through functional hand pumps, providing a clean and reliable source of drinking water for students and staff. Sanitary facilities are adequate with separate, functional toilets for boys and girls. Accessibility is a priority, with ramps ensuring easy access for students with disabilities.

The school’s educational approach centers on Hindi as the medium of instruction, catering to the local linguistic needs of its student body. The dedicated teaching staff, comprising six male and four female teachers, deliver a comprehensive curriculum covering the essential aspects of primary education. The school provides mid-day meals, prepared on-site, ensuring that students receive proper nourishment to support their academic pursuits.

While the school lacks computer-aided learning facilities and a playground, its commitment to providing a basic yet functional educational environment is noteworthy. The absence of these amenities highlights the challenges faced by rural schools in accessing resources and infrastructure, underscoring the need for continued support and investment in rural education.

The absence of pre-primary sections and higher secondary classes reflects the school’s focus on delivering quality primary education to the local community. The school’s rural setting and its proximity to easily accessible all-weather roads ensures easy access for students residing in surrounding areas. The April commencement of the academic year aligns with the general academic calendar followed in the region.

GPS Dureha’s management by the Department of Education reflects the government’s commitment to providing accessible primary education, especially in rural communities. This commitment contributes significantly towards improving literacy rates and expanding educational opportunities in less developed regions.

The school’s operational characteristics, including the number of teachers and available resources, indicate its dedication to providing a conducive learning environment. The school’s existence speaks volumes about the ongoing efforts in expanding educational access and quality, even amidst infrastructure and resource limitations. The school serves as a critical pillar of the community, facilitating growth and development.

The information presented above provides a comprehensive profile of GPS Dureha, highlighting its strengths, limitations, and the critical role it plays in educating the children of a rural community. The school’s profile emphasizes the need for continuous support and investments to enhance infrastructure and resources in rural schools, ultimately improving educational opportunities for all children. This data-driven description helps understand the challenges and successes faced by many rural schools across India.