DASHMESH PUB SCH VERKA

Dashmesh Public School Verka: A Comprehensive Profile

Dashmesh Public School Verka, established in 1992, is a private co-educational institution located in the urban area of Verka, Amritsar district, Punjab. The school's unique identifier is 03020800845, falling under the jurisdiction of village ID 39140, subdistrict ID 3963, and district ID 546 within state ID 28. Its primary to secondary curriculum caters to students from classes 1 to 10, utilizing Punjabi as the primary medium of instruction.

The school's infrastructure comprises a private pucca building with 11 classrooms, ensuring a conducive learning environment. The school's facilities include a library stocked with 1500 books, a playground providing recreational space for students, and a functional boys' and girls' toilet, each with a single unit. Ramps for disabled access are also available. Notably, the school possesses two computers, although it lacks a dedicated computer-aided learning lab. Electricity is reliably available on campus.

The school's academic structure is characterized by its comprehensive approach, spanning primary, upper primary, and secondary levels (classes 1-10). The board for class 10 and higher secondary education falls under the "Others" category. Eleven female teachers dedicatedly serve the student body, signifying a strong focus on quality education and a female-dominated teaching staff. The school does not offer a pre-primary section or meals.

Dashmesh Public School operates independently, classified under the "Others" category regarding management. Its operational status is further defined by being non-residential and not having shifted to a new location. The school's location is easily accessible via an all-weather road, with the academic year commencing in April.

The school's commitment to quality is reflected in its well-maintained facilities and the availability of key resources, including the library, playground, and functional sanitation units. The presence of computers, although limited in number, highlights a progressive approach towards technological integration in education. The absence of a computer-aided learning lab, however, could be an area for future development.

While the school's infrastructure and curriculum suggest a focus on providing a sound education, there's limited information on the specific teaching methodologies employed or the extracurricular activities offered. Further details on student enrollment and academic performance data would offer a more complete picture of the school's achievements.

The school's reliance on female teachers suggests a potentially unique environment and deserves further exploration to understand the implications of this demographic composition on teaching practices and student outcomes. The school's management structure, listed as "Others," needs further context to understand its governance and organizational setup.

Despite the lack of certain amenities such as a mid-day meal program and a dedicated computer lab, the presence of a library and playground indicates a commitment to a holistic approach to education that goes beyond the academic. Further investigation into the school's specific curriculum and extracurricular programs would reveal additional facets of its educational approach.

The accessibility of the school's location via an all-weather road is a valuable asset, ensuring that students can attend classes reliably, regardless of weather conditions. The school's functioning toilets and provision of ramps for disabled students highlight a commitment to inclusivity and accessibility within the learning environment.

In conclusion, Dashmesh Public School Verka presents a multifaceted profile as a private co-educational institution committed to providing primary and secondary education. While areas for potential improvement exist, such as expanding technological resources and enriching extracurricular offerings, the school showcases fundamental aspects of a well-functioning educational institution. Further detailed information could paint a more complete and nuanced picture of its educational impact.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.