SH. POORAN SINGH S.S. KHARKA

SH. POORAN SINGH S.S. KHARKA was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in ROOPWAS block of BHARATPUR 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 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 No Boundary Wall 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

SH. POORAN SINGH S.S. KHARKA: A Detailed Profile of a Rural Primary School in Rajasthan

SH. POORAN SINGH S.S. KHARKA, a private, co-educational primary school, stands as a vital educational institution serving the rural community of Roopwas block in Bharatpur district, Rajasthan. Established in 2009, this school plays a crucial role in providing basic education to children in the area. Its commitment to providing quality education is reflected in its infrastructure and teaching staff.

The school boasts eight classrooms, ensuring sufficient space for its students. The presence of separate boys’ and girls’ toilets highlights a commitment to providing a safe and inclusive environment. Furthermore, the school’s location in a rural setting underscores its dedication to serving a community often underserved by educational opportunities. A notable feature of the school is its playground, providing students with crucial space for physical activity and recreation.

While the school lacks a library and computer-aided learning facilities, its eight teachers – seven male and one female – are instrumental in delivering quality education. The school uses Hindi as its primary medium of instruction, making learning accessible and relatable for its students. The school operates from a private building, and despite the absence of a boundary wall, it benefits from a reliable electricity connection.

The curriculum covers classes 1 through 8, providing a comprehensive primary and upper primary education. The lack of a pre-primary section indicates a focus on providing a strong foundation in elementary education. The absence of a mid-day meal program, however, may present challenges for some students, particularly those from disadvantaged backgrounds.

The school’s management, under the Pvt. Unaided category, demonstrates a commitment to education despite operating without government support. This independent status allows for a unique approach to teaching and curriculum design. The school’s non-residential nature suggests a focus on providing day-school education to local children.

Access to the school is facilitated by an all-weather road, ensuring consistent accessibility for students throughout the year. The school’s academic session starts in April, aligning with the typical academic calendar in India. The absence of ramps highlights an area needing improvement, potentially limiting access for students with disabilities.

Despite some infrastructural limitations, the school’s strength lies in its dedicated teaching staff and its commitment to serving the local community. The school’s management structure and rural location emphasizes its role in providing educational opportunities to those in the area.

The availability of functional toilets and the presence of a playground reflect an attempt to create a holistic and supportive learning environment. The school’s dedication to providing basic education in a rural setting is commendable. Further investments in infrastructure, specifically a library and computer lab, could significantly enhance the quality of education provided.

Future developments might include the addition of a library to encourage reading habits, and the integration of technology through computer-aided learning to improve students’ access to information and modern learning methods. Addressing the absence of a mid-day meal program could also significantly alleviate the burden on families and increase attendance.

In conclusion, SH. POORAN SINGH S.S. KHARKA represents a vital part of the educational landscape in rural Rajasthan. While facing certain challenges, its dedicated teachers and fundamental infrastructure play a significant role in shaping the future of its students. Continuous development and investment will further strengthen this crucial educational institution’s capacity to serve the community effectively.