GPS NO.3 DABWALI

GPS NO.3 DABWALI was established in 1971 and it is managed by the Department of Education. It is located in Urban area. It is located in DABWALI block of SIRSA 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 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 have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 3 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 801 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 No. 3 Dabwali: A Comprehensive Profile of a Haryana Primary School

GPS No. 3 Dabwali, a government primary school located in the urban area of Dabwali block, Sirsa district, Haryana, stands as a testament to the commitment to primary education in the region. Established in 1971 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education in Hindi. The school’s infrastructure, while functional, highlights areas for potential improvement.

The school building, though categorized as “Pucca But Broken,” houses six classrooms in good condition, providing sufficient space for instruction. The presence of a library stocked with 801 books underscores the school’s dedication to fostering a love of reading among its students. A well-maintained playground adds to the vibrant learning environment, providing a space for recreation and physical activity. Essential amenities such as electricity and functional boys’ and girls’ toilets (3 and 2 respectively) are in place. However, the absence of ramps highlights a need for improved accessibility for students with disabilities.

The school’s teaching staff comprises a dedicated team of ten educators, including two male and eight female teachers. These teachers deliver a curriculum focused on providing a strong foundation in Hindi. The school efficiently manages the mid-day meal program, preparing and providing meals on its premises. The well serving as the source of drinking water ensures students have access to clean water throughout the day.

The school’s management, under the Department of Education, works diligently to ensure the smooth functioning of the institution. The school’s dedication to providing a well-rounded education is further evidenced by the presence of a functional library and playground.

While the school lacks computer-aided learning facilities and computers, its strong emphasis on foundational education in Hindi and its provision of essential amenities such as a functional library, playground, and toilets demonstrate a commitment to the well-being and academic progress of its students.

The school’s location in an urban setting provides easy access for students, though the lack of specified transportation details requires further consideration. The absence of a pre-primary section may limit access for younger children.

The school’s history, dating back to 1971, showcases its longevity and consistent service to the community. This enduring presence underscores the significance of the school within its local context. However, future planning should prioritize the incorporation of modern educational technology and accessibility improvements to further enhance the learning environment for all students.

The school’s commitment to education is undeniable; however, ongoing efforts are needed to improve accessibility and incorporate technological advancements to maintain a high standard of primary education. The school’s dedicated teaching staff and the presence of key facilities highlight its importance in the community. The provision of mid-day meals ensures students’ nutritional needs are met, which in turn supports their learning potential.

The school’s current status reflects a balance of established infrastructure and areas ripe for improvement. Future development should prioritize upgrading the building, incorporating computer-aided learning, and enhancing accessibility features to cater to the needs of all students. By addressing these areas, GPS No. 3 Dabwali can further strengthen its position as a vital educational institution within the Dabwali community.

The absence of contact information, such as a phone number or email address, presents a challenge for those seeking to connect with the school directly. This lack of online presence could be addressed by establishing a simple website or social media page to improve communication and transparency. Future enhancements will greatly improve accessibility and outreach.

In conclusion, GPS No. 3 Dabwali represents a functional primary school in Haryana, committed to delivering basic education to its students. Though improvements in infrastructure and technology are necessary, the school’s dedication to its students and community is evident. Ongoing efforts to upgrade the school will undoubtedly enhance its standing as a cornerstone of primary education in the Dabwali region.