RASKI F SAHADA

RASKI F SAHADA was established in 2007 and it is managed by the Local body. It is located in Rural area. It is located in GARBADA block of DOHAD district of Gujrat. The school consists of Grades from 1 to 3. 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 Rented building. It has got 3 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 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 a library and has 60 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.

RASKI F SAHADA: A Rural Primary School in Gujarat, India

RASKI F SAHADA is a primary school located in the rural area of GARBADA block, DOHAD district, Gujarat, India. Established in 2007, this co-educational institution is managed by the local body and offers classes from 1st to 3rd standard. The school’s instruction medium is Gujarati, catering to the local linguistic needs of the students.

The school building is rented and comprises three classrooms, all in good condition. While lacking a boundary wall and electricity connection, the school does possess a library stocked with 60 books, offering valuable resources for students. The availability of one boys’ toilet and one girls’ toilet ensures basic sanitation facilities.

Despite lacking a playground and computer-aided learning facilities, the school provides mid-day meals, though these are not prepared on the premises. The school’s management prioritizes providing a functional learning environment, making the most of available resources. The absence of ramps indicates a need for future infrastructure improvements to enhance accessibility for differently-abled children.

With a total of two male teachers, the school maintains a teacher-student ratio that facilitates individualized attention. The school’s focus on primary education reflects its commitment to providing foundational learning to the children in the community. The absence of pre-primary classes and higher secondary classes limits the educational scope, highlighting potential areas for future expansion.

The school’s management structure, under the local body, underscores its community-centric approach. This model of governance allows for direct community involvement in the school’s operations and development. The school’s location in a rural area presents both challenges and opportunities, requiring dedicated efforts to overcome infrastructural limitations and maximize educational outcomes.

The lack of electricity presents a significant challenge, hindering the adoption of modern teaching methods and access to technology. This underscores the need for external support to improve infrastructure and enable the integration of technology into the learning process. Securing a reliable power source would significantly enhance the educational experience for the students.

While the library provides a valuable resource, the limited number of books highlights the need for continuous efforts to expand the collection. Donations of books, educational materials, and other resources could greatly benefit the school and enhance the learning environment. Collaborations with local organizations and NGOs could help bridge this gap.

The absence of a boundary wall raises concerns about the school’s security and safety. This calls for community efforts to address this issue and ensure a safe and secure environment for the children. Construction of a boundary wall would improve the overall security of the school premises.

The drinking water source is currently listed as “none,” posing a significant health risk. Securing a reliable and safe water supply is crucial for the well-being of the students and staff. Collaborations with local authorities and water management organizations are necessary to address this critical issue.

In conclusion, RASKI F SAHADA, despite its limitations, serves as a vital educational institution in its rural community. Addressing the infrastructural challenges, particularly the lack of electricity, a boundary wall, and a reliable drinking water source, is crucial for enhancing the quality of education and ensuring the well-being of the students. Continued community support and collaboration are essential for the school’s growth and development.