GPS KHERI BUTTAN

GPS KHERI BUTTAN was established in 1953 and it is managed by the Department of Education. It is located in Rural area. It is located in INDRI block of KARNAL district of HARYANA. 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 5 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 173 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 Kheri Buttan: A Rural Primary School in Haryana, India

GPS Kheri Buttan, a primary school located in the rural area of Karnal district, Haryana, India, stands as a testament to educational accessibility in a remote setting. Established in 1953 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education to the community.

The school’s infrastructure is noteworthy, featuring a government-built building with five well-maintained classrooms. The availability of two boys’ toilets and two girls’ toilets ensures basic sanitation facilities. Further contributing to a conducive learning environment, the school boasts a library stocked with 173 books, a playground for recreational activities, and a reliable tap water supply for drinking. The presence of electricity ensures the school can effectively utilize its resources and facilities.

The school’s academic focus is primarily on Hindi as the medium of instruction. Three male teachers dedicate their expertise to delivering the curriculum. The school operates within the framework of a standard academic year, commencing in April. The school building is a single-unit structure; it’s not a shift school and has no pre-primary section. The school is not residential, and its accessibility is ensured by an all-weather road.

GPS Kheri Buttan’s commitment to student well-being extends to the provision of midday meals, prepared and served on the school premises. This essential component of the school’s services underscores its dedication to supporting the holistic development of its students. The school’s rural location makes it a vital resource for the surrounding community, and its commitment to providing a quality education within its infrastructure is remarkable given its setting.

The school’s physical environment is characterized by a pucca (brick) boundary wall, providing both security and a defined learning space. The lack of computer-aided learning facilities reflects the resource constraints often experienced in rural settings, but the school’s basic amenities and committed teaching staff ensure that children in the area receive a basic primary education. There are no computers at the school and there is no computer lab.

Despite its limitations, GPS Kheri Buttan demonstrates the enduring importance of even basic educational provision in remote areas. Its dedication to providing essential learning resources and a safe environment for students deserves recognition and support. The school’s existence contributes significantly to the educational landscape of rural Haryana, fostering a foundational education for the community’s youth.

The absence of ramps presents a potential barrier for students with disabilities, highlighting an area for future improvements. The school’s administration could explore ways to enhance accessibility and create a truly inclusive learning environment for all students. This could be achieved through modest infrastructure adjustments, reflecting an ongoing commitment to progress.

The dedication of the three male teachers is critical to the school’s success. Their tireless work represents a key aspect of providing primary education to the community. Without the efforts of these teachers, the education of numerous children would be severely impacted.

In conclusion, GPS Kheri Buttan, despite its simple infrastructure and resource constraints, effectively serves as a valuable educational institution in rural Haryana. Its continued operation and potential improvements are vital for the community’s progress, creating opportunities for future generations.

The school’s simple, yet functional facilities, combined with its commitment to providing a quality education, showcase the determination and resilience of the school’s staff and the importance of primary education in remote areas of India. The school’s success highlights the power of simple yet essential resources, fostering learning and growth in a rural setting.