GPS PILIKARAR

GPS PILIKARAR was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in BUDHANI 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 Non-Ashram type (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 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 boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a library and has 50 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 PILIKARAR: A Rural Primary School in Madhya Pradesh

GPS PILIKARAR, a government-run primary school, stands as a pillar of education in the rural heartland of Madhya Pradesh, India. Established in 1956, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s location in the BUDHANI block of SEHORE district places it within a community deeply reliant on its educational offerings.

The school’s infrastructure comprises a sturdy pucca building, housing six well-maintained classrooms dedicated to instruction. These classrooms serve as the hub of learning, supporting a curriculum delivered in Hindi, the primary language of instruction. While lacking computer-aided learning and electricity, the school provides a functional learning environment, bolstered by a library containing 50 books.

The dedicated teaching staff consists of four teachers – one male and three female – fostering a supportive and inclusive learning experience. The school’s commitment to its students extends to providing mid-day meals, prepared and served on the school premises, ensuring that students receive adequate nourishment to support their learning. Access to clean drinking water is ensured via functional hand pumps, reflecting a commitment to student well-being. Furthermore, the school is thoughtfully designed to be accessible to all, with ramps for disabled children ensuring inclusivity.

The school’s management falls under the Department of Education, reflecting its importance within the state’s educational infrastructure. The school’s rural setting emphasizes its role in bridging the educational gap in underserved areas. The lack of a pre-primary section highlights a potential area for future development, potentially catering to an even wider segment of the community.

The school’s physical features include a pucca boundary wall, providing a secure environment for learning. Though the absence of a playground might be considered a limitation, the presence of functional boys’ and girls’ toilets ensures basic sanitary needs are met.

The availability of a library, however modest, signals a commitment to fostering a love of reading and learning beyond the classroom. The library’s 50 books, though limited, represent a valuable resource for students.

The school’s structure as a Non-Ashram type (Govt.) institution highlights its commitment to providing quality education within its established framework. The absence of any head teacher information within the provided details requires further investigation, though the collaborative effort of the four teachers ensures continuity of education.

GPS PILIKARAR plays a vital role in providing basic education to children in the rural areas of Madhya Pradesh. Its continued operation and potential for expansion are essential in furthering educational opportunities within this community. The school’s dedication to providing a safe, inclusive, and supportive learning environment, despite resource limitations, reflects its commitment to the betterment of its students.

Despite the absence of certain amenities, the school’s dedication to its students shines through. The availability of functional toilets, accessible ramps, and a library underscores its focus on the holistic development of its students. The school’s future growth and development could significantly impact the community’s educational prospects. Further investment in resources and infrastructure would amplify its positive influence on the lives of its students and the community it serves.