GPS KHANGARH

GPS KHANGARH was established in 1955 and it is managed by the Department of Education. It is located in Urban area. It is located in SOHAWAL 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 6 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 42 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 Khangarh Primary School: A Profile

GPS Khangarh, a government-run primary school in the Sohawal block of Satna district, Madhya Pradesh, India, offers a glimpse into rural education. Established in 1955 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s location in an urban area makes it relatively accessible.

The school building, while government-provided, is described as “Pucca But Broken,” highlighting the need for infrastructure improvements. Despite this, the school boasts six classrooms, ensuring sufficient space for its students. The classrooms themselves are reported to be in good condition, suggesting a functional learning environment. In addition to classrooms, the school maintains separate rooms for non-teaching activities and the head teacher.

Instruction at GPS Khangarh is primarily conducted in Hindi, catering to the local language preference. The school’s commitment to providing quality education is further evidenced by its library containing 42 books, offering students valuable resources beyond the classroom. However, the absence of a playground limits opportunities for physical activity and recreation.

The school’s facilities include functional boys’ and girls’ toilets, addressing a crucial aspect of hygiene and safety. The provision of drinking water through hand pumps ensures access to this essential resource. However, the lack of electricity presents a considerable challenge, potentially affecting teaching and learning activities, particularly in the evenings.

A significant feature of GPS Khangarh is its provision of midday meals, prepared on-site, showcasing its commitment to student well-being and addressing potential nutritional deficits. The school’s staff comprises three teachers – one male and two female – dedicated to delivering quality education to the students. The head teacher, Gaya Prasad Singh, leads the school’s operations.

Importantly, the school acknowledges the lack of computer-aided learning and the absence of computers altogether, indicating an area needing attention to bridge the digital divide and enhance teaching methods. While the school caters to primary-level students only, its commitment to providing a functional, if basic, education is evident.

The absence of ramps indicates a potential barrier for students with disabilities, highlighting a need for accessibility improvements. The school’s management confirms it is not a residential school. It operates solely during regular school hours and doesn’t function as a shift school.

The school’s infrastructure, while showing signs of wear and tear, functions adequately to provide basic education. The strong emphasis on providing meals and access to books shows a focused approach to holistic child development.

GPS Khangarh represents a typical primary school in a rural area, highlighting both the successes and challenges faced in providing education in such settings. Further investment in infrastructure, particularly electricity and assistive technology, could greatly enhance its educational offerings. The school’s management and teachers show clear dedication, working within existing constraints to nurture young minds.

The school’s continued success depends on sustained support and investment to overcome challenges posed by aging infrastructure and the need to integrate modern teaching technologies. This commitment to improvement will enhance learning and opportunities for the children of Khangarh.