GPS LALIYAKHEDI

GPS LALIYAKHEDI was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in ICHHAWAR block of SEHORE 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 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 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 a library and has 150 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 Laliyakhedi: A Comprehensive Profile of a Rural Primary School

GPS Laliyakhedi, a government primary school, stands as a vital educational institution serving the rural community of Ichhawar block in Sehore district, Madhya Pradesh. Established in 1995 under the Department of Education, this co-educational school caters to students from classes 1 to 5, providing a crucial foundation for their academic journey. The school’s commitment to education is evident in its dedicated team of six male teachers, who strive to impart knowledge and shape young minds.

The school’s infrastructure reflects its ongoing operational status. Housed in a government building with three well-maintained classrooms, the school provides adequate space for learning. Complementing the academic environment are essential facilities including a library stocked with 150 books, a playground for recreational activities, and separate functional toilets for boys and girls. The school’s accessibility is further enhanced by ramps for disabled children, ensuring inclusivity in its educational approach.

While the school currently lacks electricity and a computer-aided learning lab, its commitment to providing quality education is unwavering. The instruction medium is Hindi, reflecting the local linguistic context and fostering effective communication within the classroom. The school also boasts a strong emphasis on nutrition, providing mid-day meals prepared on-site, ensuring students’ physical well-being alongside their academic progress.

The school’s leadership is provided by two head teachers, with BALRAMSINGH PARMAR serving as the head teacher. This collaborative approach to leadership likely contributes to the efficient management and smooth functioning of the school. The school operates independently, not utilizing a shift system, and is not a residential school. The school’s location is easily accessible via an all-weather road, facilitating convenient access for both students and staff.

The academic year at GPS Laliyakhedi commences in April, aligning with the broader educational calendar of the region. The school’s curriculum focuses on primary education, laying a strong base for future learning opportunities. While the school building is classified as “Pucca But Broken,” suggesting the need for potential infrastructural upgrades, the learning environment remains functional and conducive to effective teaching and learning.

The school’s reliance on a traditional, textbook-based learning approach is evident, with the absence of computers or computer-aided learning. This aspect highlights potential areas for future development and improvement through the incorporation of technology in education. Nevertheless, the school’s commitment to providing basic education in a rural setting is commendable, and their resourceful approach to teaching and learning is a testament to their dedication to the students’ success.

The lack of drinking water facilities on the premises, however, presents a significant challenge and necessitates immediate attention. Securing a reliable source of clean drinking water is crucial to safeguarding the health and well-being of students and staff. This issue requires prompt resolution to ensure the overall safety and comfort of the school community.

Looking to the future, GPS Laliyakhedi would greatly benefit from investments in infrastructure improvements, particularly addressing the broken sections of the boundary wall and the absence of electricity and a reliable drinking water supply. The integration of technology into the curriculum, through the establishment of a computer-aided learning lab, would also significantly enhance the educational experience. These improvements would further solidify GPS Laliyakhedi’s role as a cornerstone of education within its community.

Despite its current limitations, GPS Laliyakhedi remains a beacon of education in its rural setting. The commitment of its teachers, combined with the availability of essential learning resources, ensures that children in the area receive a foundational education. With continued support and strategic improvements, GPS Laliyakhedi can further enhance its educational offerings and continue to empower the next generation.