MATHASARA

MATHASARA 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 5. 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 2 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 Barbed Wire Fencing 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 288 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.

Mathasara Primary School: A Profile of a Rural Gujarat Institution

Mathasara Primary School, located in the rural heartland of Gujarat, stands as a testament to the commitment to primary education in the region. Established in 1989 under the management of the local body, this co-educational school caters to students from Class 1 to Class 5, providing a crucial foundation for their educational journey. The school’s dedication to providing quality education is evident in its various features and resources.

The school’s infrastructure includes a government-provided building, housing two well-maintained classrooms dedicated to instruction. A key feature contributing to the school’s functionality is the availability of electricity, ensuring a conducive learning environment. The school is securely enclosed by barbed wire fencing, providing a safe and protected space for students and staff alike.

Further enhancing the learning environment, Mathasara Primary School boasts a library stocked with 288 books, fostering a love for reading and knowledge amongst its students. The school’s commitment to inclusivity is demonstrated by the provision of ramps for disabled children, ensuring accessibility for all. The school also provides a midday meal prepared on the premises, addressing the nutritional needs of the students and supporting their overall well-being.

The school’s faculty comprises a dedicated team of three teachers: two male teachers and one female teacher, working collaboratively to impart knowledge and nurture the students’ growth. Gujarati serves as the primary medium of instruction, ensuring that the teaching aligns seamlessly with the students’ linguistic background. The head teacher, Vankar Hitesh J., leads this team, providing crucial guidance and oversight.

The school’s operational details further highlight its commitment to education. It operates under the “Others” board for both Class 10 and Class 10+2, reflecting a flexible approach to curriculum and examination structures. The school is easily accessible via an all-weather road, removing geographical barriers for students and staff. The academic year begins in April, aligning with the regional academic calendar.

Importantly, the school maintains separate functional boys’ and girls’ toilets, ensuring hygiene and privacy for students. The absence of a playground, however, presents an opportunity for future development to enhance the students’ physical activity and recreational opportunities.

The school’s location in the rural Poshina block of Sabar Kantha district further emphasizes its role in serving a community often underserved in terms of educational access. The school operates independently, without an attached pre-primary section, and is not a residential school. The school’s functioning is primarily reliant on its local body management, fostering a connection between the educational institution and the community it serves.

While the absence of computer-aided learning and computers in general presents a challenge, the school’s core commitment to providing fundamental primary education remains its cornerstone. The availability of resources such as the library and the dedicated teaching staff clearly demonstrate a focus on literacy and foundational learning.

In conclusion, Mathasara Primary School, despite some limitations, plays a vital role in providing essential primary education to children in a rural setting. The school’s infrastructure, teaching staff, and commitment to student well-being are all commendable aspects that contribute to its ongoing success and contribution to the community. The school’s future development and the potential inclusion of additional resources like a playground and computer lab would further enhance its learning environment.