PS_KALIDAS_TEACHING_INSTIUTE_UNDRA

PS_KALIDAS_TEACHING_INSTIUTE_UNDRA was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PINDWARA block of SIROHI district of Rajasthan. 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 Private building. It has got 5 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 None 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 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 Applicable providing mid-day meal.

PS Kalidas Teaching Institute, Undra: A Comprehensive Profile

PS Kalidas Teaching Institute, Undra, a private co-educational primary school, stands as a vital educational institution serving the rural community of Sirohi district in Rajasthan, India. Established in 2014 under private unaided management, the school plays a crucial role in providing primary education to children in the area.

The school’s infrastructure comprises a private building, equipped with five classrooms conducive to effective learning. The building is enclosed by a sturdy pucca wall, ensuring a secure environment for students. Electricity access guarantees a reliable learning environment, though the absence of a library and playground presents areas for potential improvement. The school also lacks computer-aided learning facilities and computers for teaching and learning purposes.

The school’s faculty consists of five teachers: four male and one female, collectively contributing to a student-teacher ratio conducive to individualized attention. The dedicated head teacher, Mahesh, leads the teaching staff, ensuring effective curriculum implementation and student progress monitoring. The medium of instruction is Hindi, catering specifically to the linguistic needs of the local population. The school operates from April, aligning its academic calendar with the regional norms.

While the school’s facilities are modest, it offers essential amenities such as separate functional boys’ and girls’ toilets, ensuring basic hygiene and sanitation. However, the lack of a reliable drinking water source represents a significant challenge that requires immediate attention. The absence of ramps hinders accessibility for children with disabilities.

The school’s academic focus lies solely on primary education, covering classes 1 through 5. It does not offer pre-primary education or higher secondary classes. The school’s commitment to providing basic education aligns with the educational needs of the community. Its rural location underscores its pivotal role in bringing educational opportunities to underserved populations.

The school’s management actively strives to create an environment conducive to learning, despite resource constraints. The presence of dedicated teachers, along with the availability of basic infrastructure, points to the school’s commitment to educating the children in the community.

The school’s modest size and focus on primary education allow for individualized attention to students’ learning needs. The fact that it is co-educational provides equal learning opportunities to both boys and girls. This is especially crucial in rural contexts where gender inequality can often limit educational access for girls.

PS Kalidas Teaching Institute serves as a testament to the perseverance of educational institutions in reaching even the most remote communities. While challenges persist, the school’s commitment to providing basic education remains steadfast.

Further development of the school’s infrastructure and resources would significantly enhance its effectiveness and attract a larger number of students. Improvements in areas like library facilities, computer-aided learning, and playground amenities would create a more enriching learning experience for the children.

The school’s unwavering focus on providing quality primary education to the rural population highlights its importance within the broader educational landscape of Sirohi district. Continued support and development will undoubtedly enhance its capacity to contribute even more significantly to the community’s growth and prosperity.