GPS SUNEHARA

GPS SUNEHARA was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in BEGAMGANJ block of RAISEN district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Boys 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 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 Barbed Wire Fencing 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 256 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 but not Prepared in School Premises providing mid-day meal.

GPS SUNEHARA: A Profile of a Rural Boys’ Primary School in Raisen, Madhya Pradesh

GPS SUNEHARA, a government-run primary school, stands as a testament to educational commitment in the rural heartland of Madhya Pradesh. Established in 1956 and managed by the Department of Education, this institution caters exclusively to boys, offering classes from the first to the fifth grade. The school’s location in the Begamganj block of Raisen district underscores its role in serving a geographically dispersed community.

The school’s infrastructure comprises a government building equipped with four classrooms, all maintained in good condition. Supplementing the classrooms are two additional rooms dedicated to non-teaching activities, enhancing the school’s functionality beyond the core curriculum. The school’s boundary is secured by barbed wire fencing, while the provision of hand pumps ensures access to clean drinking water. Importantly, ramps for disabled children are available, reflecting a commitment to inclusivity.

Teaching resources at GPS SUNEHARA include a well-stocked library boasting 256 books, fostering a love of reading amongst the students. The school’s curriculum is delivered in Hindi, and the teaching staff consists of three male teachers and one female teacher, totaling four educators. While the school lacks electricity and a dedicated playground, the presence of separate functional toilets for boys and girls demonstrates attention to hygiene and sanitation needs.

The school’s operational structure is noteworthy. The midday meal program is in place, albeit the meals are sourced externally. The absence of computer-aided learning and computers highlights the need for improved technological integration. The absence of a pre-primary section and the fact that the school only goes up to the fifth grade positions GPS SUNEHARA as a cornerstone for foundational education in the region.

GPS SUNEHARA’s unique characteristics include its rural setting and its exclusive focus on boys’ education. This underscores the need for tailored approaches to address specific challenges within its community. The school’s long history, dating back to 1956, signifies enduring commitment to basic education in this area.

The school’s manageable size, with four classrooms and a total of four teachers, allows for personalized attention to the students’ learning needs. Despite certain limitations, such as the absence of electricity and computer labs, the school makes a notable contribution to the educational landscape of the region.

GPS SUNEHARA’s library, although modest in size, plays a significant role in promoting literacy. The availability of 256 books provides valuable resources for learning and fostering a love for reading. This resource is a valuable asset within the community.

The provision of separate toilets for boys and girls is crucial in promoting hygiene and ensuring a safe and comfortable learning environment. This basic infrastructure need underscores the school’s dedication to meeting the students’ fundamental requirements.

The school’s commitment to inclusivity, as demonstrated by the presence of ramps for disabled children, exemplifies an understanding of the importance of accessibility. This demonstrates a proactive approach toward creating an inclusive environment for all students.

In conclusion, GPS SUNEHARA, though facing certain challenges, continues to serve a vital role in providing primary education to the boys of its community. With continued support and development, the school can further enhance its capacity to nurture future generations.