GPS TIRKA

GPS TIRKA was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in GOTEGAON (SHRIDHAM) block of NARSIMHAPUR 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 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 No Boundary Wall 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 107 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 TIRKA: A Rural Primary School in Madhya Pradesh

GPS TIRKA, a government primary school located in the rural heart of GOTEGAON (SHRIDHAM) block, NARSIMHAPUR district, Madhya Pradesh, has served the community since its establishment in 1956. Managed by the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5, playing a vital role in the local community’s educational landscape. Instruction is delivered in Hindi, ensuring accessibility for the students.

The school’s infrastructure includes a government building featuring four well-maintained classrooms dedicated to teaching. Additional space is available for non-teaching activities and a designated room for administrative use. The school’s facilities also encompass a playground and a library, enriching the learning experience beyond the classroom. The library itself holds a valuable collection of 107 books, providing students with access to diverse reading materials. Furthermore, hand pumps provide a reliable source of drinking water for the students and staff. The school prioritizes student safety and well-being with separate functional boys’ and girls’ toilets. Ramps ensure accessibility for children with disabilities.

While the school lacks electricity and a boundary wall, its strong points lie in its well-maintained facilities and the dedication of its teaching staff. The two male teachers at GPS TIRKA are committed to providing quality education to the students. The school, functioning under the Department of Education, operates within a rural setting, and operates with a provided midday meal program, though not prepared on school grounds.

The school’s operational efficiency is commendable, especially considering its resources. The absence of certain amenities, such as electricity and a computer lab, does not diminish the vital educational services GPS TIRKA provides. The school’s dedication to providing a basic education to the community, despite resource limitations, underscores its significance to the local area.

GPS TIRKA’s focus on providing a foundation in literacy and numeracy remains its core strength. The lack of pre-primary classes and advanced learning resources is consistent with its status as a primary school. The provision of a library, albeit small, highlights an initiative to promote reading habits and enhance learning outside the prescribed curriculum.

The school’s history, extending back to 1956, testifies to its enduring presence in the community. Its ongoing operation and commitment to education in a rural setting makes it a significant contributor to the local educational landscape.

The school’s management structure, operating under the Department of Education, offers stability and ensures compliance with educational standards and regulations. This government oversight ensures a degree of accountability and contributes to the school’s sustainability.

While lacking certain modern amenities, GPS TIRKA effectively utilizes its resources to provide a crucial educational service. The dedication of its teachers and the provision of basic infrastructure contribute to a positive learning environment, despite limitations.

The school’s geographical location in a rural area underscores its role in bridging the educational gap. Providing education to students in a remote setting is a significant achievement, contributing to improved literacy and educational opportunities in the region.

In summary, GPS TIRKA serves as an important educational institution in a rural area, providing a basic primary education within its resource constraints. Its enduring presence and commitment to educating the community remain noteworthy.