PS GANIE MOHALLA GUREND KALAN

PS GANIE MOHALLA GUREND KALAN was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in SOIBUGH block of BADGAM district of Jammu and Kashmir. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. English 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 Rented building. It has got 4 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 doesn’t 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 no playground. The school has a library and has 88 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 but not Prepared in School Premises providing mid-day meal.

PS GANIE MOHALLA GUREND KALAN: A Rural Primary School in Jammu and Kashmir

PS GANIE MOHALLA GUREND KALAN, a primary school located in the rural SOIBUGH block of BADGAM district, Jammu and Kashmir, opened its doors in 2003. Managed by the Department of Education, this co-educational institution offers classes from 1st to 5th standard, and notably includes a pre-primary section. Instruction is primarily delivered in English.

The school’s infrastructure comprises a rented building, housing four classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teachers. A barbed wire fence secures the school’s perimeter. While the school currently lacks electricity, it provides access to tap water, ensuring a basic level of sanitation and hydration. Separate functional toilets are available for boys and girls.

The school’s resources include a library containing 88 books, promoting a love of reading and learning amongst its students. However, the school lacks a playground and computer-aided learning facilities, highlighting areas where future improvements could greatly benefit the students’ overall educational experience. Mid-day meals are provided, although not prepared on-site.

The school’s staffing consists of two male teachers. The school’s academic focus is firmly rooted in primary education (grades 1-5). It follows the “Others” board for class 10th and class 10+2, indicating a possible local or alternative curriculum. The school building is not used as a shift school, and there are no plans for relocation.

The school’s location in a rural area poses certain infrastructural challenges. The absence of electricity and computer facilities, while not uncommon in such settings, represent opportunities for development and enhancement of the learning environment. The availability of a library, however small, demonstrates a commitment to fostering literacy.

Future plans for the school may include securing electricity, establishing a computer lab, developing a playground, and potentially increasing the number of books in its library. These improvements could significantly enhance the quality of education provided to the students. Addressing these points would be vital for ensuring the school’s continued success and creating a more well-rounded educational experience.

The school’s modest size and resources may necessitate community involvement to support its growth and development. Parents, local organizations, and government initiatives could collaborate to improve the facilities and broaden educational opportunities. This collaborative approach is key to uplifting the educational standards and improving the overall learning experience of the students.

PS GANIE MOHALLA GUREND KALAN serves as a vital educational hub in its community. Its commitment to providing basic education, despite its resource limitations, underscores its importance in the rural landscape. Further investments and collaborative efforts will be instrumental in fostering a richer and more stimulating learning environment for its students.

Addressing the lack of electricity and computer resources, while crucial for enhancing the learning experience, requires strategic planning and potentially the involvement of governmental or non-governmental organizations. Securing funding for these upgrades would unlock significant educational benefits for the students of PS GANIE MOHALLA GUREND KALAN.

The school’s dedication to education within a constrained resource environment offers a compelling case study for how communities can prioritize education despite limited infrastructure. With targeted support, PS GANIE MOHALLA GUREND KALAN has the potential to become an even more impactful center of learning within its community.