SANSROD KANYA PRI. SCH.

SANSROD KANYA PRI. SCH. was established in 1974 and it is managed by the Local body. It is located in Rural area. It is located in KARJAN block of VADODARA district of Gujrat. The school consists of Grades from 1 to 8. The school is Girls 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 Government building. It has got 13 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 Tap Water and it is functional. The school has 0 boys toilet and it is functional. and 11 girls toilet and it is functional. The school has no playground. The school has a library and has 544 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SANSROD KANYA PRI. SCH.: A Comprehensive Profile of a Gujarat Primary School

SANSROD KANYA PRI. SCH., a girls’ primary school located in the rural area of KARJAN block, VADODARA district, Gujarat, India, stands as a testament to the dedication to providing education to young girls. Established in 1974 and managed by the local body, the school plays a vital role in the community. Its unique features and operational details provide valuable insights into the educational landscape of rural Gujarat.

The school’s infrastructure consists of a government-owned building equipped with 13 well-maintained classrooms, providing ample space for teaching and learning. The presence of a functional library, stocked with 544 books, underscores the commitment to fostering a love of reading among students. Furthermore, access to tap water ensures that students have clean drinking water readily available.

The school’s academic structure comprises classes from 1 to 8, offering a comprehensive primary and upper primary education. Instruction is conducted in Gujarati, catering to the local linguistic environment. The teaching staff includes a dedicated team of 9 teachers – 3 male and 6 female – ensuring a balanced and supportive learning environment under the guidance of the Head Teacher, PATEL MAKSUDBHAI UMARJIBHAI. The school’s commitment to holistic development is reflected in the provision of mid-day meals prepared on the school premises.

The school’s facilities also include 11 functional girls’ toilets, and a pucca boundary wall ensures safety and security. While there is no playground, the presence of six functional computers indicates an attempt to integrate technology into the curriculum. Though computer-aided learning facilities exist, they are currently not functional. The absence of ramps for disabled students might be an area needing future improvement.

SANSROD KANYA PRI. SCH. operates under the “Others” board for classes 10 and 10+2, indicating a unique educational pathway. The school’s rural location and reliance on local management highlight the challenges and successes of delivering quality education in remote areas. The school’s operational details, including its establishment date and management type, provide valuable contextual information for researchers and policymakers.

The school’s commitment to providing a supportive learning environment is further emphasized by its provision of mid-day meals, prepared on-site. This initiative ensures that students receive proper nourishment, reducing the barriers to education faced by underprivileged families.

The school’s functioning within the existing infrastructure demonstrates the utilization of available resources effectively. This highlights the resilience and adaptability of the educational system in rural settings.

The school’s unique characteristics provide a valuable case study for understanding the complexities of education delivery in rural areas of Gujarat. The information underscores both the successes and challenges faced in providing quality primary education to girls.

Finally, SANSROD KANYA PRI. SCH. serves as a microcosm of educational provision in rural India. Its specific features, facilities, and challenges offer a deeper understanding of how educational institutions adapt and thrive in resource-constrained environments. Further research and investment could enhance its capabilities and provide an even richer educational experience for its students.

By analyzing this detailed profile, educators, researchers, and policymakers can gain a deeper insight into the strengths and areas for improvement within rural primary education in Gujarat. This information can inform the development of tailored interventions and support strategies, ultimately contributing to improved educational outcomes for young girls in the community.