MAHEKAL SCH

MAHEKAL SCH was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in TALOD block of SABAR KANTHA district of Gujrat. The school consists of Grades from 1 to 6. 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 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 878 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.

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

Mahekal School, a government-run primary school, stands as a vital educational institution serving the rural community of Gujarat, India. Established in 1953, this co-educational school provides essential primary education to children from Class 1 to Class 6, with a strong focus on Gujarati as the medium of instruction.

The school’s infrastructure includes three well-maintained classrooms, providing a suitable learning environment for its students. The presence of a library stocked with 878 books highlights the school’s commitment to fostering a love of reading and learning. Adding to the learning environment, a functional playground is also available, promoting physical activity and healthy development. The school’s structure includes a pucca boundary wall, ensuring a safe and secure environment for students. Reliable electricity access supports daily operations and enhances the educational experience. Clean drinking water is readily available via a tap water source, emphasizing the school’s dedication to student well-being. Conveniently located in a rural setting, the school provides essential services to the local community. The school is managed locally, reflecting a strong commitment to community involvement and support. The readily available tap water, along with functional boys’ and girls’ toilets, ensures a clean and hygienic learning atmosphere. The accessibility of the school is further enhanced by its convenient location accessible by all-weather roads.

The school’s faculty comprises a dedicated team of three teachers, including one head teacher (PARMAR KALIYANSHIH K), two male teachers, and one female teacher, all committed to providing quality education to the students. The school provides mid-day meals, prepared and served on the premises, assuring that students receive proper nutrition. The school’s academic structure follows a standard curriculum covering various subjects, further enriching the student learning experience. The school functions within the guidelines of the Others board for Class 10 and Class 10+2, indicating a broad and adaptable approach to education.

The school’s commitment to inclusivity is apparent in its provision of ramps for disabled children, highlighting its proactive approach to ensuring accessibility for all. The absence of computer-aided learning facilities at present does not detract from the strong foundation provided by the dedicated staff.

The school’s management, a local body, works closely with the community to ensure that the school’s needs are met and that the educational provision remains at a high standard. The school’s history demonstrates a deep-rooted commitment to serving the local population.

The academic year at Mahekal School begins in April, adhering to a regular academic calendar. The school building itself is a government-provided structure, ensuring a safe and conducive learning environment. The school does not offer pre-primary education at this time.

Despite the absence of certain amenities, such as computers and a computer-aided learning lab, the school’s core values of providing a strong foundation in basic education, along with safe facilities and a nurturing environment, make it an indispensable community asset.

In conclusion, Mahekal School stands as a testament to the importance of quality education in rural areas. With its dedicated staff, supportive community, and commitment to providing essential facilities, it continues to play a pivotal role in shaping the lives of its students and contributing to the overall development of its community. The school’s ongoing commitment to providing quality education within its available resources ensures the continued success of its students.