SANT KABIR PUB. SCH. 23 JRK B

SANT KABIR PUB. SCH. 23 JRK B was established in 1992 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PILIBANGAN block of HANUMANGARH district of Rajasthan. The school consists of Grades from 1 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 8 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Sant Kabir Public School: A Comprehensive Overview

Sant Kabir Public School, located in the rural area of Pilibangan block, Hanumangarh district, Rajasthan, is a private, co-educational institution established in 1992. Operating under the Pvt. Unaided management, the school offers a comprehensive education from Class 1 to Class 12, adhering to the State Board curriculum for both Class 10 and Class 12 examinations. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a sturdy pucca building, equipped with eight well-maintained classrooms designed for effective teaching and learning. Two functional boys’ toilets and two functional girls’ toilets ensure adequate sanitation facilities. Complementing the academic spaces are a functional library boasting a collection of 200 books and a dedicated playground for recreational activities. Access for disabled students is facilitated by the presence of ramps. Furthermore, the school benefits from a reliable electricity connection.

The school’s commitment to technological integration is evident in the availability of five computers, though a dedicated computer-aided learning lab is currently absent. A total of twelve teachers, comprising six male and six female educators, dedicate their expertise to providing quality education. The school’s rural setting underscores its commitment to serving the educational needs of the local community.

While the school’s structure is robust, characterized by a pucca boundary wall, the lack of a dedicated drinking water source presents a challenge. This highlights the need for improvements in this crucial aspect of the school’s infrastructure, ensuring the well-being of students and staff. The school’s non-residential nature and absence of a pre-primary section further shape its operational profile.

The school’s location, nestled within a rural landscape, presents both opportunities and challenges. While offering a unique opportunity to contribute to the educational advancement of a rural community, it also emphasizes the importance of addressing infrastructural necessities to enhance the overall learning environment. This includes prioritizing the provision of a reliable drinking water source to ensure the well-being and comfort of all those within the school.

Despite the absence of some amenities, the school demonstrates its dedication to providing a comprehensive education. The commitment of its twelve teachers, coupled with the available resources, suggests a focused learning environment. The availability of a library and playground underscores the school’s holistic approach, recognizing the importance of both academic growth and extracurricular engagement. The school’s location underscores its significant role in its local community.

The school’s management’s commitment to maintaining a well-structured and safe environment is clearly demonstrated. The presence of a pucca boundary wall and functioning toilet facilities highlight their dedication to student well-being. The school’s adherence to the state board curriculum for higher secondary education positions its graduates for further academic pursuits.

The establishment year of 1992 reveals a long-standing presence within the community, suggesting a history of service and dedication to education. This long history reflects the consistent effort to provide educational opportunities within the rural setting. The combination of a well-maintained physical infrastructure and a dedicated teaching staff underscores the school’s dedication to providing quality education in its community.

Looking ahead, further development in certain areas, particularly the provision of a dependable drinking water source, would greatly enhance the school’s overall facilities and provide an even more conducive learning environment. This commitment to continuous improvement would further strengthen Sant Kabir Public School’s position as a vital educational resource within the community it serves. The school’s dedication to providing quality education despite its limitations is a testament to its commitment to its students and the community.

In conclusion, Sant Kabir Public School provides a valuable educational service in a rural setting. While some improvements are needed, the school’s infrastructure, teaching staff, and curriculum demonstrate a commitment to providing a solid foundation for students. The school’s long-standing presence underscores its importance to the community and its commitment to educational advancement.