HARIPURA KAMPA SCH

HARIPURA KAMPA SCH was established in 1952 and it is managed by the Local body. It is located in Rural area. It is located in DHANSURA block of ARAVALLI district of Gujrat. The school consists of Grades from 1 to 4. 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. Gujarati 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 461 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Haripura Kampa School: A Profile of a Rural Primary School in Gujarat

Haripura Kampa School, identified by code 24270502201, stands as a testament to the dedication to primary education in rural Gujarat. Established in 1952, this government-run co-educational institution serves the community of Haripura Kampa, located in the Dhansura block of Aravalli district. The school’s commitment to providing a foundational education is evident in its structure and resources.

The school’s infrastructure includes two classrooms in good condition, ensuring sufficient space for instruction. The building itself is constructed of pucca material, providing a safe and durable learning environment. Complementing the classrooms are additional rooms dedicated to non-teaching activities and a separate office for the head teacher. A pucca boundary wall encloses the school grounds, providing both security and definition to the school’s space.

Essential amenities such as electricity and clean drinking water (tap water) are readily available, further enhancing the learning experience. The school also boasts a functional library containing 461 books, fostering a love of reading among students. A playground provides a crucial outlet for physical activity and recreation, contributing to the holistic development of the children. Ramps for disabled children ensure accessibility for all students.

The teaching staff consists of two female teachers and one head teacher, Patel Chetuben S, working collaboratively to provide quality education. Gujarati serves as the medium of instruction, ensuring that the curriculum is tailored to the local linguistic context. The school operates from Class 1 to Class 4, providing a solid foundation in primary education. The school offers mid-day meals prepared on the school premises, addressing the nutritional needs of the students. The school’s management is undertaken by the local body, reflecting a strong community involvement in education.

While the school does not offer pre-primary sections or computer-aided learning, its basic infrastructure and dedicated teachers provide a suitable environment for learning. The presence of a single computer further demonstrates the school’s commitment to integrating technology where possible. The school’s rural location highlights its significant role in bridging the educational gap in underserved communities.

The school’s operational details include a start to the academic year in April, and it operates as a non-residential school. The absence of male teachers might indicate an area requiring attention, which could potentially be addressed through future recruitment initiatives. The school uses ‘Others’ as a classification for the board it follows, implying a locally determined curriculum.

Haripura Kampa School’s dedication to providing a quality primary education is evident in its efforts to provide resources and a safe learning environment. Although there are areas that could be enhanced, the school serves as a valuable community asset, contributing to the educational and developmental progress of the children it serves. Its commitment to providing a fundamental education within its resource constraints highlights the dedication of the staff and the importance of primary education within the rural Gujarat context. Further investment in resources could significantly enhance the school’s capabilities.