SD PUBLIC SCHOOL KHARKARI

SD PUBLIC SCHOOL KHARKARI was established in 1992 and it is managed by the Unrecognised. It is located in Rural area. It is located in HISAR-I block of HISAR district of HARYANA. The school consists of Grades from 1 to 6. 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 7 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 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 50 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.

SD Public School Kharkari: A Comprehensive Overview

SD Public School Kharkari, established in 1992, is an unrecognised co-educational primary school located in the rural area of Hisar district, Haryana. Serving students from Class 1 to Class 6, the school offers a Hindi-medium instruction. Its location in the Hisar-I block ensures accessibility via all-weather roads, making it convenient for students from the surrounding community. The academic session commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a rented building equipped with seven classrooms, all maintained in good condition. Additional space accommodates non-teaching activities and a dedicated room for the head teacher. A pucca boundary wall ensures security, while reliable electricity access supports the school’s operations. Clean drinking water is readily available through a functional tap water supply. Separate functional boys’ and girls’ toilets cater to the needs of the students.

The school boasts a library housing a collection of 50 books, fostering a love of reading among students. The absence of a playground doesn’t detract from the school’s commitment to quality education. The school’s seven teachers, including two male and five female teachers, are supported by one dedicated pre-primary teacher. One head teacher, AEKTA, leads the school’s dedicated staff. This inclusive environment caters to children in the pre-primary section as well.

The school’s commitment to education is evident in its focus on providing a conducive learning environment. The school’s management emphasizes a holistic approach to learning, prioritizing access to essential resources. Although the school doesn’t have computer-aided learning or computers, the focus remains on imparting quality education.

The absence of computer-aided learning facilities highlights the school’s immediate needs and underscores the importance of potential future support in bridging the digital divide. Further investment in technological resources could significantly enhance the learning experience and prepare students for the future.

Despite the absence of certain amenities, SD Public School Kharkari plays a vital role in providing primary education to children in the rural community. Its dedicated staff and commitment to education shine through, shaping young minds and fostering their future development.

The school’s infrastructure, while functional, presents opportunities for improvement. The addition of a playground could provide valuable recreational space and promote physical activity among the students.

The school’s unrecognised status presents potential challenges in terms of funding and resource allocation. Securing recognition could unlock further opportunities for development and improvement, thereby benefiting the school’s students.

The school’s reliance on a rented building might also pose challenges for long-term planning and infrastructural upgrades. Securing a permanent building would provide greater stability and allow for more significant investments in the school’s facilities.

SD Public School Kharkari stands as a testament to the dedication of its staff and its commitment to providing quality education in a rural setting. While challenges exist, the school’s dedication to its students and its potential for growth highlight its importance within the community.