KERVADA N.V.

KERVADA N.V. was established in 2015 and it is managed by the Local body. It is located in Rural area. It is located in AMOD block of BHARUCH district of Gujrat. The school consists of Grades from 1 to 7. 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 3 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 have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has no library and has 0 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.

Kervada N.V.: A Comprehensive Profile of a Rural Gujarat Primary School

Kervada N.V. is a primary school located in the rural area of Amod block, Bharuch district, Gujarat, India. Established in 2015, this co-educational institution is managed by the local body and offers classes from 1st to 7th standard. Its unique characteristics and operational details are outlined below.

Infrastructure and Facilities: The school operates within a government building, featuring three well-maintained classrooms dedicated to instruction. Beyond the classrooms, there are additional rooms for non-teaching activities, including a dedicated space for the head teacher. The school boasts a playground, providing ample space for recreational activities, but lacks a boundary wall. While electricity is readily available, the school unfortunately lacks a library and a reliable source of drinking water. The provision of toilets is noteworthy, with two functional boys’ toilets and one functional girls’ toilet. Importantly, ramps for disabled access are not currently available.

Academic Details and Staffing: Gujarati serves as the primary medium of instruction. The school’s faculty consists of one male teacher and a head teacher, Mr. BHUPATSINH P. PARMAR. The school does not offer a pre-primary section and meals are provided to the students although they are not prepared on the school premises. The school is not residential in nature and has no computer-aided learning facilities or computers available for educational use.

Accessibility and Operational Information: The school is accessible via an all-weather road, making it convenient for students and staff regardless of weather conditions. The academic session commences in April.

Community and Management: The school’s management is vested in the local body, showcasing a commitment to community involvement in education. Its rural setting highlights its crucial role in serving the educational needs of the local population.

Key Features Summarized: This government-run, co-educational primary school in a rural setting provides basic education in Gujarati to students from classes 1 to 7. The school’s infrastructure, though functional, needs further development in areas such as the addition of a library, improved drinking water facilities, and the provision of ramps for disabled accessibility.

Areas for Improvement: Future development should focus on providing a library, improving drinking water facilities, installing ramps for disabled students, and expanding the teaching staff. The lack of computer-aided learning and computers presents opportunities for technological enhancement to enhance the learning experience.

Community Engagement: Active community participation is encouraged to support the school’s growth and provide resources to address identified needs. Collaboration between the local body, the school’s management, and the community would be mutually beneficial in ensuring a high-quality learning environment for the students.

Conclusion: Kervada N.V. serves as a vital educational resource for the community, providing foundational education in a rural setting. Though currently limited in certain aspects of infrastructure and resources, its commitment to providing education remains steadfast. Continued development and community support are essential for further enhancing its capabilities and ensuring it remains a thriving hub of learning for years to come.