GPS,DHABA

GPS,DHABA was established in 1990 and it is managed by the Local body. It is located in Rural area. It is located in AKLERA block of JHALAWAR 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 Non-Ashram type (Govt.) 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 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 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 no playground. The school has a library and has 25 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, DHABA: A Rural Primary School in Rajasthan

GPS, DHABA is a government-run primary school located in the rural Aklera block of Jhalawar district, Rajasthan. Established in 1990, this co-educational institution serves students from Class 1 to Class 5, providing a crucial educational foundation for the community. The school is managed by the local body, reflecting its integral role within the village.

The school building, a government structure, houses two classrooms designed for effective learning. While lacking a boundary wall, the school boasts a functional library containing 25 books, demonstrating a commitment to fostering a love of reading among its students. Hand pumps provide the school with its drinking water supply.

Accessibility is a key consideration, and the school accommodates students with disabilities through the provision of ramps. The school operates without electricity and does not currently offer computer-aided learning.

The school’s teaching methodology relies solely on Hindi as the instruction medium. It offers meals prepared and served on school premises, ensuring students receive vital nourishment to complement their education.

The school’s structure is comprised of two classrooms dedicated to teaching, and additional rooms for non-teaching related activities, including a separate space for the head teacher. This setup ensures effective resource allocation within the existing infrastructure.

Despite lacking amenities such as electricity and a playground, the school provides essential sanitation facilities with one functional boys’ toilet and one functional girls’ toilet. This infrastructure is critical for maintaining a healthy and hygienic learning environment.

The school’s operational efficiency is noteworthy considering its location in a rural area and its reliance on basic infrastructure. The absence of computers and computer-aided learning facilities highlights areas for potential future development and expansion.

The school’s management emphasizes the importance of providing a basic but functional educational setting for the community. It embodies a commitment to accessible education by offering ramps for disabled students.

The school’s long-standing history, established in 1990, reflects its deep connection to the community and its enduring role in shaping the lives of its students. The absence of pre-primary sections or higher grades indicates a focus on establishing a strong foundation at the primary level.

Looking towards the future, the school presents opportunities for growth and improvement. The addition of computers, an upgraded electricity supply, and the development of a playground could enhance the learning experience and overall well-being of the students. The current structure, though basic, fulfills its purpose as a vital hub for primary education in this rural community.