GPS MOHARIKATRA HARIJAN

GPS MOHARIKATRA HARIJAN was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in AMARPATAN 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 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 no 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 MOHARIKATRA HARIJAN: A Rural Primary School in Madhya Pradesh

GPS MOHARIKATRA HARIJAN is a government-run primary school located in the rural area of AMARPATAN block, SATNA district, Madhya Pradesh, India. Established in 1997 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s unique identifier is 23130104904, situated within village ID 39382 and subdistrict ID 4045. The school’s primary instruction medium is Hindi.

The school’s infrastructure includes a government building equipped with two classrooms, each in good condition, and additional rooms dedicated to non-teaching activities. The school currently operates without a boundary wall or electricity connection, and lacks a library or playground. While the school does not have a computer lab or computers for educational purposes, it does provide mid-day meals prepared on the premises.

The school’s teaching staff comprises one male and one female teacher, catering to the needs of its students. The school operates without a pre-primary section and therefore, does not employ pre-primary teachers. Importantly, the school is a residential school, although it’s classified as “Not Applicable” regarding specific residential types. This likely refers to the absence of on-site boarding facilities for students.

The school’s facilities include functional boys’ and girls’ toilets, one each. However, the absence of a boundary wall, electricity, playground, library, and computer-aided learning facilities highlight areas for potential improvement and future development. The lack of drinking water facilities also represents a significant need for upgrade.

The school’s location in a rural area underscores its vital role in providing education to children in a potentially underserved community. The absence of a ramp for disabled children emphasizes a potential barrier to full inclusion and highlights the need for improved accessibility.

The school’s curriculum is solely focused on primary education (Classes 1-5), reflecting its role in foundational learning. The school’s management by the Department of Education implies access to government resources and potential avenues for improvement and expansion.

The school’s physical condition, while functional, suggests opportunities for enhancements. Improved infrastructure, particularly the addition of a boundary wall, electricity, and a library, could significantly enhance the learning environment. The current lack of a playground also impacts the students’ physical development.

The absence of computers and computer-aided learning facilities underscores a potential gap in technological integration, a crucial aspect of modern education. Exploring ways to incorporate technology could enhance the school’s capacity to provide a more engaging and comprehensive education. This could be through partnerships or funding programs.

Addressing the absence of drinking water requires immediate attention, as clean drinking water is essential for students’ health and well-being. Exploring potential solutions, such as a well or water tank, would significantly improve school conditions.

The school’s continued operation despite these limitations speaks volumes about its commitment to education. With appropriate investment and support, GPS MOHARIKATRA HARIJAN has the potential to further elevate its standards and provide a richer, more fulfilling learning experience for its students. This would require collaborative efforts from the government, local communities, and potentially NGOs.