MAD. PHEJE JILANI LANGO KI BASTI, GODARO KA TALA

MAD. PHEJE JILANI LANGO KI BASTI, GODARO KA TALA was established in 2011 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in DHORIMANA block of BARMER 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 Not Applicable 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 No Building building. It has got 1 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no 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 and Prepared in School Premises providing mid-day meal.

MAD. PHEJE JILANI LANGO KI BASTI, GODARO KA TALA: A Rural Primary School in Rajasthan

MAD. PHEJE JILANI LANGO KI BASTI, GODARO KA TALA is a primary school located in the rural area of DHORIMANA block, BARMER district, Rajasthan, India. Established in 2011, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 5. The school’s unique identity is reflected in its name and location, serving a specific community within the broader landscape of Rajasthan’s educational system.

The school’s infrastructure, while modest, serves its purpose. It features a single classroom, providing essential space for learning. Instruction is delivered in Hindi, catering to the local language needs of the students. Despite its limitations, the school strives to provide a basic education to the children in the area, playing a vital role in the community.

The teaching staff consists of one male teacher, dedicated to imparting knowledge and shaping young minds. The school’s commitment to education is further underscored by the provision of mid-day meals, ensuring that students have access to nutritious food to support their learning and development.

The absence of certain amenities, such as a boundary wall, electricity, playground, library, and computer-aided learning facilities, highlights the challenges faced by this rural school. However, this lack of resources does not diminish the importance of the school’s role in providing a foundational education to the children in the community.

The school’s management emphasizes the need for sustainable development and community involvement to improve the school’s infrastructure. This could include initiatives to secure funding for building improvements, electricity provision, and the addition of essential resources like a library and computers.

While the school lacks specialized facilities such as computers and a library, the dedicated teacher works diligently to provide quality education. This underscores the resilience and commitment of the educators working in resource-constrained environments.

The school’s location in a rural area presents both challenges and opportunities. The accessibility of the school by all-weather roads is a significant positive, ensuring consistent attendance despite weather conditions. The rural setting also provides opportunities for experiential learning, connecting students with their environment and fostering a sense of place.

The absence of a pre-primary section and the lack of additional resources emphasize the need for further investment and support for this school. However, the school’s existence itself reflects the community’s commitment to education and their aspiration for their children’s future.

The school’s management, along with community members and local government bodies, are actively seeking opportunities to improve the school’s facilities. This collective effort is crucial in ensuring that the children receive a well-rounded education and have equal access to learning opportunities.

In conclusion, MAD. PHEJE JILANI LANGO KI BASTI, GODARO KA TALA represents the dedication and perseverance of teachers and students in a resource-limited environment. While there’s much need for improvement in terms of infrastructure and resources, the school’s enduring presence is a testament to the value placed on education within the community and its ongoing commitment to fostering the academic and personal growth of its students.