GPS(SSA) CHAK SARKAR MOJI BAHDUR KE

GPS(SSA) CHAK SARKAR MOJI BAHDUR KE was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in GURUHARSHAI block of FIROZPUR district of Punjab. 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 N/A in nature and is not using school building as a shift-school. Punjabi 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 2 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 Partial boundary wall. The school has 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 a playground. The school has a library and has 70 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(SSA) Chak Sarkar Moji Bahadur Ke: A Rural Primary School in Punjab, India

GPS(SSA) Chak Sarkar Moji Bahadur Ke is a government primary school located in the rural area of GURUHARSHAI block, FIROZPUR district, Punjab, India. Established in 2009, this co-educational institution is managed by the Department of Education and offers classes from 1st to 5th standard. The school’s instruction medium is Punjabi, reflecting the local language and cultural context. Meals are provided and prepared on the school premises, ensuring students have access to nutritious food throughout the school day.

Infrastructure and Resources:

The school building is government-owned and comprises two well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and a separate space is designated for the teacher. While the school boasts a partially constructed boundary wall, it does have electricity access, ensuring a conducive learning environment. A functional playground and a library stocked with 70 books enhance the overall educational experience. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing basic sanitation facilities.

Teaching Staff and Curriculum:

The school employs one male teacher, demonstrating a dedication to educating the community’s children. The school follows a primary curriculum (classes 1-5), with the curriculum details indicating that the school primarily focuses on basic education for younger students. The school does not have a pre-primary section or computer-aided learning facilities. However, the availability of a library and playground demonstrates a commitment to holistic education.

Accessibility and Future Development:

The school is accessible via an all-weather road, making it easily reachable for students regardless of weather conditions. The school’s academic session commences in April, aligning with the regional academic calendar. The absence of ramps for disabled children indicates a potential area for future infrastructural development. Additionally, the lack of computers highlights the need for investment in technology to enhance the educational experience and better prepare students for the future.

Community Engagement and Support:

The school plays a crucial role in the local community by providing primary education to children in the rural area. The provision of meals underscores the school’s commitment to supporting students’ overall well-being. The school’s management by the Department of Education ensures adherence to educational standards and access to resources. The continued support of the community and government is vital for the school’s growth and development.

Conclusion:

GPS(SSA) Chak Sarkar Moji Bahadur Ke serves as a vital educational resource for the children of Chak Sarkar Moji Bahadur Ke village. While the school demonstrates dedication and commitment to providing a basic education, further investments in infrastructure, technology, and resources would significantly enhance its capabilities and benefit the students. Future improvements could include the addition of ramps for disabled access, the integration of technology through computer-aided learning, and an increase in library resources. Continued community and governmental support will be essential in ensuring the school’s sustained growth and continued success in serving the local community.