PS GIRUYI KHURD

PS GIRUYI KHURD was established in 1978 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JAISINGHNAGAR block of SHAHDOL district of Madhya Pradesh. 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 10 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.

PS GIRUYI KHURD: A Rural Primary School in Madhya Pradesh

PS GIRUYI KHURD, a government primary school located in the rural area of JAISINGHNAGAR block, SHAHDOL district, Madhya Pradesh, serves as a vital educational hub for the community. Established in 1978 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education in Hindi.

The school’s infrastructure comprises a government building with two well-maintained classrooms dedicated to teaching. These are supplemented by additional rooms for non-teaching activities and a separate space for the school’s staff. While the school boasts a playground and library stocked with 10 books, it lacks a boundary wall and electricity. However, the availability of hand pumps ensures access to clean drinking water for students and staff. The school also provides midday meals, prepared and served on the premises.

Sanitary facilities are provided through functional boys and girls toilets, each with one unit. The absence of computer-aided learning and computers is noteworthy, underscoring a need for technological advancements. Despite the lack of ramps, accessibility is facilitated through the existing infrastructure.

The school’s teaching staff currently consists of two male teachers, dedicated to providing quality education to the students. The school’s academic focus remains solely on primary education, covering classes 1 through 5. The school operates on an academic calendar that commences in April each year.

The school’s rural location presents unique challenges and opportunities. Improving infrastructure, such as installing electricity and constructing a boundary wall, could significantly enhance the learning environment. The introduction of computer-aided learning and additional resources would further enrich the educational experience.

The dedication of the teaching staff and the provision of midday meals underscore the school’s commitment to providing a holistic education. However, continued investment in resources and infrastructure improvements would elevate the school’s capacity to better serve the community’s educational needs.

The absence of pre-primary education and the limited library resources highlight areas requiring further development. Expanding the library collection and providing pre-primary education could significantly increase the scope and impact of the school.

The school’s commitment to providing education in the rural community is a testament to the importance of accessible primary education. With strategic improvements and resource allocation, PS GIRUYI KHURD can continue to flourish as a cornerstone of its community’s educational landscape.

The school’s management by the Tribal/Social Welfare Department highlights the government’s commitment to providing education to underserved communities. This partnership between the government and the local community fosters a collaborative approach to improving educational outcomes.

The school’s modest infrastructure and resources serve a significant purpose in educating young minds. Efforts to enhance infrastructure and resources will have a profound impact on the school’s ability to foster a stimulating learning environment and achieve better academic outcomes.

In conclusion, PS GIRUYI KHURD serves as a crucial educational center in a rural setting. Ongoing support and investment are crucial to ensuring its continued success in providing quality primary education to the community it serves.