SARASWATI GM BARMAN

SARASWATI GM BARMAN was established in 1995 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KARELI block of NARSIMHAPUR district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Rented building. It has got 10 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 Hand Pumps 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 80 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.

Saraswati GM Barman School: A Comprehensive Overview

Saraswati GM Barman, a co-educational primary school with upper primary classes (grades 1-8), stands as a vital educational institution in the rural landscape of Kareli block, Narsimhapur district, Madhya Pradesh. Established in 1995 under private unaided management, the school plays a crucial role in providing education to the local community.

The school’s infrastructure is noteworthy. Housed in a rented building, it boasts ten well-maintained classrooms dedicated to teaching. Two boys’ toilets and two girls’ toilets ensure adequate sanitation facilities. The presence of a library stocked with 80 books and a playground underscores the school’s commitment to holistic development. A pucca boundary wall encloses the school grounds, providing security and a sense of enclosure. Reliable electricity ensures uninterrupted learning, while hand pumps provide a consistent source of drinking water.

The school’s teaching staff comprises nine dedicated educators – four male and five female teachers – all working collaboratively to impart knowledge. Hindi serves as the primary language of instruction. The school proudly features a pre-primary section, catering to the youngest learners in the community.

The school’s operational aspects are noteworthy. It operates on a standard academic calendar, commencing in April. Its accessibility is ensured by its location on an all-weather road, making it easily reachable for students regardless of weather conditions. The school’s rural setting reflects its integral connection to the community it serves.

Despite the absence of computer-aided learning facilities and computers, Saraswati GM Barman focuses on providing quality education through traditional teaching methods. The school’s commitment is evident in its well-maintained classrooms, library, and playground. The school is not involved in providing midday meals.

The management structure is characterized by its private unaided status, emphasizing its independence and commitment to providing educational services within the community. This independent operation ensures flexibility and responsiveness to the unique needs of the students and the community it serves.

Further details regarding the school’s management structure and the exact roles and responsibilities within the administration are not explicitly stated, though the private unaided nature of the school provides insight into its operational autonomy.

The absence of a head teacher’s name in the provided data is noteworthy, perhaps reflecting a temporary vacancy or an oversight in record-keeping. However, the overall functionality of the school, as indicated by the presence of a significant number of teachers and functional facilities, suggests effective educational practices.

The school’s location in a rural area underscores its importance as a vital community resource. Its commitment to providing quality primary and upper primary education highlights its significance within the socio-economic development of the region.

Saraswati GM Barman, though lacking some modern technological amenities, actively contributes to the educational landscape of rural Madhya Pradesh by providing essential educational opportunities for children. This school serves as a testament to the dedication of educators in underserved areas, striving to provide quality education despite limited resources.