KHADRA TALAVDA SCH

KHADRA TALAVDA SCH was established in 1989 and it is managed by the Local body. It is located in Rural area. It is located in POSHINA block of SABAR KANTHA district of Gujrat. The school consists of Grades from 1 to 8. 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 8 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 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 814 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Khadra Talavda School: A Profile of a Rural Primary School in Gujarat, India

Khadra Talavda School, a government-run institution in the Sabarkantha district of Gujarat, India, stands as a testament to rural education. Established in 1989, this co-educational primary school caters to students from Class 1 to Class 8, offering a crucial foundation in education to the local community. The school, managed by the local body, is situated in a rural area, accessible by road throughout the year. Academic sessions commence in April, following the standard Gujarat school calendar.

The school’s infrastructure comprises eight classrooms, all in good condition and equipped to support effective learning. While lacking a boundary wall, the school boasts a reliable electricity supply and a functional library containing 814 books, a valuable resource for students. The presence of a computer-aided learning lab, equipped with 11 computers, demonstrates the school’s commitment to incorporating technology into its curriculum. Furthermore, the school provides mid-day meals, ensuring students receive proper nourishment.

The school’s teaching staff consists of seven teachers: five male and two female educators, working collaboratively to deliver a comprehensive curriculum. The instruction medium is Gujarati, reflecting the local linguistic landscape. The school’s administration is headed by a single head teacher, Mukeshbhai S. Sutariya, who provides leadership and guidance. The school’s commitment to inclusivity is evident in its provision of ramps for disabled students, ensuring accessibility for all learners. However, the school lacks a playground, a key element of holistic child development.

The school’s academic program covers both primary and upper primary levels, encompassing grades 1 through 8. Though it doesn’t offer pre-primary education, it provides a robust foundation for students progressing to secondary schooling. The school follows the “Others” board for classes 10 and 10+2, aligning with the regional educational framework. The absence of a pre-primary section and the use of the “Others” board might indicate that it is not affiliated with the major national boards such as CBSE or ICSE.

The school’s facilities include separate boys’ and girls’ toilets, crucial for maintaining hygiene and providing a safe and comfortable learning environment. Despite the provision of toilets, the absence of a playground highlights a potential area for future development and improvement. The availability of drinking water is currently listed as “None,” suggesting a crucial need for improvement in the school’s facilities to ensure the health and well-being of its students.

In summary, Khadra Talavda School plays a vital role in providing primary education to a rural community in Gujarat. Its facilities and staffing are adequate for its current student population, though improvements are needed in several areas, including provision of drinking water and the addition of a playground. The school’s commitment to incorporating technology, providing meals, and ensuring accessibility for disabled students showcases a dedication to improving the quality of education in the region.

The school’s dedication to providing a quality education is further underscored by its commitment to computer-aided learning and the provision of mid-day meals. This indicates an awareness of the importance of both technological integration and nutritional support in maximizing student learning outcomes.

The school’s relatively small size, with only seven teachers, suggests a close-knit and supportive learning environment. The close-knit nature likely facilitates personal attention to each student.

Despite certain limitations in infrastructure, notably the lack of a boundary wall and playground, Khadra Talavda School demonstrates commendable dedication to providing fundamental education to the children of its community. The availability of functional toilets and ramps indicates a commitment to student safety and inclusion.

The school’s reliance on a local body for management indicates a strong connection to the community it serves. This local governance likely ensures that the school’s needs are prioritized within the context of the local community’s priorities.

Future improvements focused on providing drinking water and a playground would greatly enhance the school’s ability to foster a holistic and enriching learning experience for its students. These additions would contribute significantly to the overall well-being and academic success of the students at Khadra Talavda School.