G.B.S.S.M. PIPALIYA HAMIR

G.B.S.S.M. Pipaliya Hamir: A Comprehensive Profile of a Rural Primary School

G.B.S.S.M. Pipaliya Hamir, a private, co-educational primary school, stands as a vital educational institution in the rural landscape of Madhya Pradesh, India. Established in 2000, this school plays a crucial role in providing elementary education to the children of the Barod block in Agar Malwa district. Its commitment to education is evident in its facilities and dedicated teaching staff.

The school's infrastructure, while modest, is functional and conducive to learning. Housed in a private building, it boasts four well-maintained classrooms, providing ample space for its students. Complementing the classrooms are additional rooms dedicated to non-teaching activities and a separate office for the head teacher, Mukesh Jain. The presence of a library stocked with 100 books and a playground underscores the school's commitment to providing a holistic learning experience. The availability of hand pumps ensures access to clean drinking water, a critical factor in maintaining student health and well-being. Importantly, ramps are available, ensuring accessibility for all students.

The school's academic focus is on providing quality primary education from Class 1 to Class 5, with Hindi as the medium of instruction. The dedicated teaching staff comprises three male teachers and one pre-primary teacher, all working collaboratively to impart knowledge and skills to the young learners. The school's single computer serves as a valuable tool in enhancing the educational experience.

While the school does not offer mid-day meals, the presence of one boys' toilet and one girls' toilet ensures basic sanitation facilities. The lack of a boundary wall does not detract from the school's positive educational environment. Electricity availability within the school is a significant asset, enabling the effective use of educational resources.

G.B.S.S.M. Pipaliya Hamir functions as a vital community resource, serving the educational needs of the local population. Its rural location highlights its significance in providing access to education in underserved areas. The school's commitment to providing a basic, yet functional, educational environment is noteworthy. The school is not a residential institution.

The school's management, categorized as Pvt. Unaided, further emphasizes its independent operation and its contribution to the local community's educational development. The school's successful operation is a testament to the dedication of its teachers and staff. The availability of resources, despite being limited, is effectively utilized to provide a foundational education to its students.

The presence of a head teacher and a well-defined administrative structure ensures the smooth functioning of the school. The school’s accessibility via an all-weather road ensures consistent attendance, despite seasonal variations. The commencement of the academic session in April aligns with the regional academic calendar.

In conclusion, G.B.S.S.M. Pipaliya Hamir, despite its modest resources, represents a significant investment in the future of the rural community it serves. Its simple yet functional infrastructure, combined with the dedication of its teachers, creates a conducive learning environment for young minds.

The school’s success in delivering quality primary education highlights the potential of even small, independently run institutions in contributing to the broader national goal of universal education. Its ongoing operation serves as a beacon of hope for the children in the area. Further support and resource allocation could enhance its capabilities even more.

This profile of G.B.S.S.M. Pipaliya Hamir provides a clear picture of its operational aspects and its significant contribution to the local educational landscape. It showcases a commitment to education in a rural setting, serving as a testament to the power of dedication and community support.

The school serves as a model for other institutions operating under similar circumstances, emphasizing that high-quality education can be delivered effectively even with limited resources, provided there is a strong commitment from both the staff and the community. Continued support for such institutions is crucial for promoting educational equity and providing opportunities for children in underserved areas.

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.