GPS SILARI (CHITODA)

GPS SILARI (CHITODA) was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in OBEDULLAGANJ block of RAISEN 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 Under Construction building. It has got 4 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 Under Construction 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 a playground. The school has a library and has 125 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 Silari (Chitoda) Primary School: A Profile

GPS Silari (Chitoda) is a primary school located in the rural area of Obedullaganj block, Raisen district, Madhya Pradesh, India. Established in 1975, this co-educational institution is managed by the Department of Education and caters to students from classes 1 to 5. Instruction is primarily conducted in Hindi.

The school’s infrastructure is currently under development. While the building itself is under construction, it currently boasts four classrooms in good condition, along with additional rooms for non-teaching activities. A separate room is also designated for the head teacher. Although a boundary wall is also under construction, the school possesses a functional playground and a library stocked with 125 books. Access to clean drinking water is provided through hand pumps, and separate functional toilet facilities are available for boys and girls. Ramps for disabled children are in place to ensure accessibility.

The teaching staff comprises one male teacher and three female teachers, totaling four educators. The school provides mid-day meals prepared on the premises. The school’s operational hours align with the academic calendar, beginning in April. The school lacks electricity and computer-aided learning facilities. The absence of computers reflects the school’s focus on traditional teaching methods, although a future upgrade to incorporate technology would undoubtedly enhance the learning experience.

Despite the ongoing construction and lack of certain amenities, GPS Silari (Chitoda) plays a crucial role in providing primary education to the children of the surrounding rural community. The commitment of the four teachers to providing quality education in the face of ongoing development projects highlights their dedication to the students’ success. The presence of a library and playground further contributes to a well-rounded educational environment.

The school’s rural location underscores the importance of its contribution to bridging the educational gap in less accessible areas. The school’s management by the Department of Education signifies a commitment to public education and underscores the government’s efforts in providing basic educational services to all children.

The availability of separate toilet facilities and ramps for disabled children demonstrates a commitment to inclusivity and creating a safe and welcoming environment for all students. The school’s management has clearly prioritized providing essential facilities, despite the ongoing construction projects.

The provision of midday meals significantly aids in addressing the nutritional needs of the students, promoting better learning outcomes and student attendance. This essential support underscores the school’s holistic approach to education, supporting students’ well-being in addition to academic pursuits.

The lack of electricity and computer-aided learning resources presents an opportunity for future development and improvement. Securing funding for these essential amenities would significantly enhance the learning experience and allow the school to integrate modern educational technologies.

GPS Silari (Chitoda) stands as a testament to the dedication of educators and the commitment to provide quality primary education in rural areas. While the school faces infrastructural challenges, its commitment to providing a safe, accessible, and supportive learning environment is undeniable. The future development of the school will hopefully see upgrades in technology and facilities.

The school’s commitment to the community is evident in its holistic approach, combining academic instruction with provisions for essential needs such as midday meals and accessible facilities. This approach reflects a forward-thinking vision for ensuring children receive not only an education but also the support they need to thrive. With continued support and development, GPS Silari (Chitoda) can further enhance its role in empowering the next generation.