PRINCE PUBLIK SR.SEC.SCHOOL KHATUSHYAMJI

PRINCE PUBLIK SR.SEC.SCHOOL KHATUSHYAMJI was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DANTARAMGARH block of SIKAR district of Rajasthan. The school consists of Grades from 6 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 Private 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 Pucca boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 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 Not Provided providing mid-day meal.

PRINCE PUBLIK SR.SEC.SCHOOL KHATUSHYAMJI: A Comprehensive Overview

PRINCE PUBLIK SR.SEC.SCHOOL KHATUSHYAMJI, a private, co-educational school located in the rural area of DANTARAMGARH block, SIKAR district, Rajasthan, India, offers a comprehensive education from classes 6 to 12. Established in 2004 under private unaided management, the school provides instruction in Hindi. The school’s infrastructure includes a pucca building with eight classrooms, ensuring a conducive learning environment for its students. The school also boasts a playground, providing ample space for recreational activities.

The school’s commitment to providing a safe and functional environment is evident in its facilities. It features one boys’ toilet and one girls’ toilet, ensuring basic sanitation needs are met. Importantly, ramps for disabled children are available, promoting inclusivity and accessibility for all students. Access to clean drinking water is ensured through a functional well on the premises.

The teaching staff comprises 15 male teachers and one female teacher, contributing to a diverse and experienced faculty. The school follows the “Others” board for both class 10th and 10+2 examinations, offering a unique curriculum tailored to the needs of its students. The school operates independently and is not affiliated with any residential program.

While the school lacks computer-aided learning facilities and a library, its dedication to providing quality education is noteworthy. The absence of these resources could signify areas for future development and improvement, potentially benefiting students with enhanced learning opportunities. The school’s strong focus on core subjects within its existing structure demonstrates a commitment to providing a foundational education.

The school’s location, in a rural setting, serves a vital role in providing access to education for students in a geographically less-privileged area. Its existence contributes significantly to educational opportunities within the community, particularly in an area where educational access might otherwise be limited.

Further enhancing its accessibility, the school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions. This practical consideration speaks volumes about the commitment to providing consistent educational services to its student population. The school’s April start date aligns with the general academic calendar in the region.

The school’s infrastructure, comprising a pucca boundary wall, ensures a secure and protected environment for students and staff. The absence of an electricity connection might pose a challenge but may be overcome through alternative solutions, such as utilizing solar power or optimizing daylight availability.

The absence of a pre-primary section focuses the school’s resources on its core academic programs, from classes 6 to 12. This concentration of resources likely contributes to the school’s effectiveness in providing quality education within its chosen scope.

In conclusion, PRINCE PUBLIK SR.SEC.SCHOOL KHATUSHYAMJI plays a vital role in providing educational opportunities to students in a rural setting. While certain resources may be lacking, the school’s commitment to its students, as evidenced by its facilities and experienced faculty, is a testament to its dedication to providing quality education in a less-privileged area. Future development and expansion may enhance the already existing positive impact on the local community.