KHEDA FALIYA

KHEDA FALIYA was established in 1978 and it is managed by the Local body. It is located in Rural area. It is located in DEV.BARIA block of DOHAD 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 9 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 Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 469 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.

KHEDA FALIYA: A Comprehensive Profile of a Gujarati Primary School

KHEDA FALIYA, a government-run primary school in the rural DEV.BARIA block of DOHAD district, Gujarat, boasts a rich history, having been established in 1978. Managed by the local body, this co-educational institution provides education from Class 1 to Class 8, utilizing Gujarati as its primary language of instruction. The school’s commitment to quality education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school’s physical structure comprises a government building featuring nine classrooms in excellent condition, ensuring ample space for effective learning. Two additional rooms cater to non-teaching activities, while a dedicated space serves as the head teacher’s office. Although lacking a boundary wall, the school benefits from a reliable electricity supply, a functional playground for recreational activities, and a library stocked with 469 books. The provision of hand pumps guarantees access to clean drinking water, a crucial aspect of a healthy learning environment.

The school’s commitment to inclusivity is reflected in its ramps for disabled children, ensuring accessibility for all students. The presence of one computer aids in teaching and learning, though the school does not yet have a dedicated computer-aided learning lab. The school’s dedicated staff comprises seven male teachers and two female teachers, totaling nine educators, working collectively to provide a holistic educational experience. The school also diligently provides mid-day meals, prepared and served on the school premises, reflecting its concern for the students’ well-being.

KHEDA FALIYA’s academic framework includes the provision of a mid-day meal program, directly supporting students’ nutritional needs. The school’s administration operates under a local body management structure, facilitating community involvement and engagement. Its location in a rural area underscores its significant role in bridging the educational gap within its community.

The school’s infrastructure includes two functional boys’ toilets and two functional girls’ toilets, demonstrating a commitment to providing essential sanitation facilities for both genders. The absence of a pre-primary section and the fact that it does not function as a shift school further define its operational structure. The school’s readily accessible location via all-weather roads eliminates transportation barriers for students. The academic year commences in April, aligning with the regional academic calendar.

KHEDA FALIYA’s academic curriculum culminates in students pursuing further education with “Others” boards for Class 10 and Class 10+2 examinations, suggesting a flexible approach to higher education pathways. The school’s commitment to utilizing resources efficiently is evident in the absence of contract teachers, implying a focus on stable and qualified teaching personnel. The school’s single head teacher, PARMAR FRANCISKUMAR R, leads the institution, embodying a spirit of focused leadership.

The school’s dedication to academic excellence is further reinforced by its well-maintained resources, including a functional library that plays a vital role in enriching the learning experience. The availability of a playground fosters physical activity and healthy development among the students. The school’s non-residential nature eliminates the need for residential facilities, allowing a focus on providing quality daytime educational services.

The school’s success is underpinned by the collaborative efforts of its teachers, staff, and the local community. The management’s proactive approach to maintaining a conducive learning environment is clearly reflected in the school’s infrastructure and amenities. KHEDA FALIYA serves as a beacon of hope, providing quality education and fostering the holistic development of young minds in a rural setting.

In summary, KHEDA FALIYA stands as a testament to the dedication and commitment towards education in rural Gujarat. Its consistent infrastructure maintenance, skilled teachers, and focus on student well-being establish it as a valuable educational asset for its community.

This comprehensive profile provides a clear picture of KHEDA FALIYA’s operational structure, academic offerings, and its integral role within the local community. The information presented highlights its successes, areas for potential improvement, and its overall commitment to providing quality education to the children of the region. The school’s unique aspects, such as its reliance on hand pumps for water and the absence of a computer-aided learning lab, illustrate both its resourceful approach to education and potential areas for future development.