GPS SAKLU KI DHANI

GPS SAKLU KI DHANI was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in DHANAU block of BARMER district of Rajasthan. 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 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 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 SAKLU KI DHANI: A Rural Primary School in Rajasthan, India

GPS SAKLU KI DHANI is a government primary school located in the rural area of DHANAU block, BARMER district, Rajasthan, India. Established in 2002, this co-educational school is managed by the local body and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi.

The school building, constructed of pucca material, houses three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. A library is available, containing 50 books, which serves as a valuable resource for students. While the school provides mid-day meals prepared on-site, it lacks electricity and a playground. However, it does have separate functional boys’ and girls’ toilets.

The school’s infrastructure includes a pucca boundary wall, ensuring the safety and security of its students. Access to drinking water is currently unavailable. Importantly, there is no computer-aided learning or computer lab in the school. The school is not a residential facility.

The school’s teaching staff consists of one male teacher. There are no pre-primary sections or pre-primary teachers.

The school’s curriculum follows a standard primary school syllabus, preparing students for their foundational education. The school administration is committed to providing a quality education despite its limited resources.

GPS SAKLU KI DHANI, while lacking some modern amenities, strives to provide basic education to the children of the rural community. The absence of electricity and computers highlights the need for further development and investment in the school’s infrastructure.

The school’s location and rural setting require ongoing attention to address infrastructure gaps. The need for improved access to drinking water and the absence of a playground highlight areas needing future improvements.

Despite these challenges, the presence of a functional library, separate toilets, and a commitment to providing mid-day meals demonstrates a dedication to the students’ well-being and educational needs. Further investments in resources could significantly enhance the learning experience.

The school’s management and teaching staff play a crucial role in providing educational opportunities to the children in this rural area.

The information provided emphasizes the need for community involvement and government support to improve the school’s facilities and resources. This would ensure that students receive the best possible education and a safe learning environment.

GPS SAKLU KI DHANI serves as a case study for many rural schools in India, highlighting both the challenges and opportunities in providing quality education in underserved communities. Further exploration into similar schools could illuminate effective strategies for improvement and sustainable growth.