GPS LAKKAD KHANA CLOSED

GPS LAKKAD KHANA CLOSED was established in 1984 and it is managed by the Department of Education. It is located in Urban area. It is located in MORAR(URBON) block of GWALIOR 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 Ashram (Govt.) 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 3 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

GPS LAKKAD KHANA CLOSED: A Profile of a Primary School in Gwalior

GPS LAKKAD KHANA CLOSED, a government primary school located in the urban area of MORAR(URBON) block in Gwalior district, Madhya Pradesh, holds a significant place in the local community despite being currently closed. Established in 1984 under the Department of Education, the school served students from Class 1 to Class 5. The school’s history and infrastructure provide valuable insight into the educational landscape of the region.

The school building, though described as “Pucca But Broken,” housed three classrooms in relatively good condition, indicating a commitment to providing a functional learning environment. While the school no longer operates, its legacy remains. The existence of a playground and a library (albeit one without books at the time of data collection) suggests a well-rounded approach to education, striving to foster both academic and recreational development.

A key feature was the provision of midday meals, sourced externally, highlighting the importance of nutrition in the school’s educational philosophy. The availability of tap water further contributed to a healthy and supportive learning environment. The school’s infrastructure included one boys’ toilet and one girls’ toilet, reflecting a commitment to providing basic sanitation facilities.

The school’s accessibility was enhanced by ramps for disabled children, demonstrating an inclusive approach to education, recognizing the diverse needs of its student population. The presence of a single computer points to the early stages of technological integration in the educational system. However, the absence of a computer-aided learning lab at the time suggests limited technological resources.

While the school is currently closed, its history reveals a commitment to providing primary education within a structured environment. The school followed a co-educational model, welcoming both boys and girls. The medium of instruction was Hindi, reflecting the local language and cultural context.

The GPS LAKKAD KHANA CLOSED, although no longer operational, represents a pivotal institution in the community’s educational history. Its infrastructure and facilities demonstrate efforts to provide a basic, functioning school. The provision of amenities like toilets, a playground, a library, and ramps for disabled access suggests efforts towards inclusivity and well-rounded development.

The school’s closure highlights potential challenges within the education system, underscoring the need for ongoing support and development in providing accessible and quality education in rural and urban areas. Further research could explore the reasons behind the school’s closure and its impact on the community.

The details regarding the school’s operational status should be verified with local authorities for the most up-to-date information. However, its historical context provides valuable insight into the educational provision within Gwalior and broader rural educational trends in Madhya Pradesh.

The school’s management by the Department of Education illustrates government involvement in primary education, reflecting national-level initiatives towards improving educational access. The school’s establishment in 1984 further contextualizes its history within the broader evolution of India’s education system.

In conclusion, the GPS LAKKAD KHANA CLOSED, though currently inactive, serves as a case study in understanding the challenges and successes of providing primary education in a specific geographical context. Its story highlights the importance of continued investment in educational infrastructure and resources to ensure accessible and quality education for all children.