SAMELIYA PUBLIC SCHOOL MAHUVA KALAN

SAMELIYA PUBLIC SCHOOL MAHUVA KALAN was established in 2013 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in UMRAIN block of ALWAR district of Rajasthan. The school consists of Grades from 1 to 8. 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 But Broken boundary wall. The school has 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 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Sameliya Public School: A Rural Educational Hub in Rajasthan

Sameliya Public School Mahuva Kalan, nestled in the rural heart of Rajasthan, stands as a testament to educational access in underserved communities. Established in 2013, this private, unaided school plays a vital role in providing primary and upper-primary education (classes 1-8) to the children of the UMRAIN block in the ALWAR district. Its commitment to education is evident in its dedicated staff and available resources, despite operating within limitations.

The school’s infrastructure, though modest, caters to its student needs. The five classrooms are described as being in good condition, facilitating effective learning. While lacking a playground and library, the school’s structure includes separate spaces for non-teaching activities and a dedicated room for the head teacher. The presence of a functional well ensures access to drinking water, a crucial element for the students’ well-being.

Further illustrating the school’s practicality, the facilities include separate, functional toilets for boys and girls. Importantly, ramps for disabled children are available, ensuring inclusivity and equal access to education for all students. The school is also equipped with two functional computers, aiding in the teaching process, even in the absence of a dedicated computer-aided learning lab.

The school’s academic approach focuses on Hindi as the primary medium of instruction, aligning with the local context. This commitment extends to the dedicated teaching staff, with one male teacher heading the school and providing valuable instruction to its students. The school, a co-educational institution, operates without a pre-primary section, focusing its resources effectively on the primary and upper-primary levels. The school operates on a typical academic calendar, commencing in April, ensuring alignment with the national academic schedule.

The accessibility of the school is further emphasized by its location, reachable via all-weather roads, ensuring consistent attendance regardless of seasonal changes. Its rural location underscores its critical role in bringing education to children who might otherwise lack opportunities. The building itself is described as “Pucca But Broken,” highlighting a need for potential future infrastructural improvements. The school’s consistent provision of essential amenities, such as functional toilets and access to drinking water, exemplifies the commitment to a safe and healthy learning environment.

The electricity connection to the school ensures access to essential technologies and enhances the learning environment. The fact that the school is a private, unaided institution emphasizes its independent nature and operational resilience. The head teacher, Samay Singh, plays a crucial role in the school’s management and overall success. The absence of a mid-day meal program highlights a potential area where external support could enhance the students’ overall experience.

The school’s dedication to providing quality education in a rural setting showcases its significant impact on the community. With a focus on fundamental education and a commitment to inclusivity, Sameliya Public School contributes significantly to the educational landscape of Rajasthan. The school’s ongoing operation and the efforts of its dedicated staff are pivotal to the development of future generations in the area.

The availability of two functional computers, while limited, demonstrates an effort to integrate technology into the curriculum. This aligns with modern educational practices and reflects an attempt to provide students with exposure to digital tools. The absence of a computer-aided learning lab highlights an area for potential future development and enhancement of teaching capabilities.

Despite its limitations, Sameliya Public School stands as an important educational institution, offering valuable learning opportunities to children in a rural setting. The school’s dedication to providing education in a region where access may be limited makes it a significant contributor to the community’s development. The commitment to providing functional facilities and maintaining a safe learning environment reflects a strong dedication to its students’ well-being. The school’s ongoing operation is vital to the community’s progress, and its continued success will likely contribute to broader improvements in the area’s educational standards.