VISHAV KARMA PUBLIC SCHOOL

VISHAV KARMA PUBLIC SCHOOL was established in 2006 and it is managed by the Unrecognised. It is located in Urban area. It is located in PEHOWA block of KURUKSHETRA district of HARYANA. 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 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 Private 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 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 2 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.

Vishav Karma Public School: A Detailed Overview

Vishav Karma Public School, established in 2006, is an unrecognised, co-educational primary and upper primary school (classes 1-8) located in the urban area of Pehowa block, Kurukshetra district, Haryana. The school’s instruction medium is Hindi, and it operates within a private building equipped with 13 classrooms. A key feature is its accessible location via an all-weather road, ensuring consistent student attendance. The school’s academic session commences in April, adhering to a standard academic calendar.

The school’s infrastructure includes a pucca boundary wall, providing security and a defined campus. Electricity is readily available, supporting the school’s operations and technological needs. The school prioritizes student well-being with a functional tap water system for drinking water, as well as separate boys’ and girls’ toilets. Recreational needs are catered for through a dedicated playground, encouraging physical activity and healthy development among the students.

With a total of nine female teachers and one head teacher, Prem Goyal, the school fosters a dedicated and experienced teaching staff committed to quality education. The school is equipped with two functional computers, offering a basic technological foundation for learning. However, computer-aided learning programs are not currently implemented. The school lacks a library, further highlighting areas where future investment could significantly enhance learning opportunities.

The school’s management is categorized as unrecognised, indicating a potential opportunity for formal recognition and access to potential government support. This could lead to improvements in infrastructure, resources, and overall educational quality. The absence of a pre-primary section may present a missed opportunity to expand services and cater to a wider demographic.

The school’s operational status is noteworthy, given the lack of male teachers or contract teachers, highlighting a staff composition focused on female educators. The lack of a mid-day meal program is also significant, and could potentially affect student attendance and overall well-being. The absence of ramps for disabled students indicates a need for future accessibility improvements.

Future development plans could focus on securing recognition, improving infrastructure through potential government grants and partnerships, enhancing teaching resources, and increasing student learning opportunities. This includes establishing a library, implementing computer-aided learning, and potentially introducing a mid-day meal program to improve student well-being and attendance.

The school’s location within an urban setting offers potential access to community resources and partnerships. Collaboration with local organisations could provide additional support and expand the school’s capacity to deliver a comprehensive education. Engagement with parents and local stakeholders is also vital in driving improvements and ensuring a strong connection between the school and the community it serves.

The current lack of a formal library is a crucial area for improvement. Introducing a library, however small, would significantly enhance the learning environment and expand students’ access to valuable resources beyond the classroom. This would facilitate independent learning, critical thinking, and academic growth.

By addressing these key areas of improvement, Vishav Karma Public School can further enhance the quality of education it provides. Strategic planning, resource allocation, and community engagement are crucial steps towards building a strong foundation for future success. The school has the potential to flourish with targeted development efforts and sustained support.

In conclusion, Vishav Karma Public School serves the community of Pehowa, offering a basic level of primary and upper-primary education. While the school’s current offerings meet the minimum requirements, future investments and development strategies focused on infrastructure improvements, resource allocation, and community engagement are vital to enhance its overall capacity and provide a richer learning experience for its students.