GPS KEHRARAM PUNIYA KI DHANI

GPS KEHRARAM PUNIYA KI DHANI was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in BALOTRA block of BARMER 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 No Boundary Wall 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 a playground. The school has no library and has 0 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 Kehraram Puniya Ki Dhani: A Rural Primary School in Rajasthan

GPS Kehraram Puniya Ki Dhani is a government primary school located in the rural area of Balotra block, Barmer district, Rajasthan. Established in 1999, this co-educational institution serves students from Class 1 to Class 5, offering a Hindi-medium education. The school’s management is overseen by the local body, reflecting a strong community involvement in the educational landscape of the region.

The school infrastructure includes two classrooms in good condition, suitable for effective teaching and learning. While lacking a boundary wall and electricity, the school boasts a functional playground, providing a space for children’s recreation and physical activity. The provision of one boys’ toilet and one girls’ toilet ensures basic sanitation facilities for the students. Importantly, ramps for disabled children are available, demonstrating a commitment to inclusivity. The school’s mid-day meal program ensures that students receive nutritious meals, prepared and provided on the school premises.

The teaching staff comprises one male and one female teacher, dedicated to providing quality education to the students. The school operates under the “Others” board for both Class 10th and 10+2 levels, suggesting a unique academic pathway tailored to the regional context. Notably, the school does not have a pre-primary section, focusing solely on primary education.

Despite lacking a library and computer-aided learning facilities, the school’s commitment to education is evident in its provision of basic amenities and a conducive learning environment. The absence of computers and a library highlights potential areas for future development and resource allocation.

The school’s location in a rural setting emphasizes its crucial role in providing accessible education to children in underserved areas. The school’s operation as a local body-managed institution underscores its connection with the community and its responsiveness to local needs.

The school’s accessibility is further highlighted by its all-weather road approach, ensuring that students can attend school regardless of weather conditions. The April start to the academic year aligns with the typical academic calendar in the region.

The lack of a boundary wall and electricity presents challenges, yet the school’s dedicated staff and commitment to providing mid-day meals demonstrate resilience and a focus on student well-being. These infrastructural limitations underscore the need for further investment in the school to enhance its facilities.

The school’s unique blend of traditional teaching methods with a commitment to inclusivity and basic amenities showcases its dedication to providing quality education in a rural setting. The continued support of the local community and government will be crucial in ensuring its continued success in educating the next generation.

The information provided about GPS Kehraram Puniya Ki Dhani offers a valuable glimpse into the educational landscape of rural Rajasthan. Understanding the strengths and challenges faced by such schools is vital for developing effective strategies for improving educational outcomes across the region.

GPS Kehraram Puniya Ki Dhani represents the tireless efforts of educators and community members to provide education in a rural environment. Continued investment in infrastructure and resources will undoubtedly enhance its educational capabilities and further empower the students it serves.