G.G.P.S. 22 K.Y.D.

G.G.P.S. 22 K.Y.D.: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.G.P.S. 22 K.Y.D., a government primary school located in the rural area of KHAJUWALA block, BIKANER district, Rajasthan, offers a valuable glimpse into the educational landscape of rural India. Established in 2008 and managed by the local body, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education within its community.

The school's infrastructure comprises a government-provided building, equipped with two classrooms conducive to learning. While lacking electricity and a playground, the school boasts a functional library containing 103 books, signifying a commitment to literacy and knowledge acquisition. The provision of separate boys' and girls' toilets (one and two respectively) reflects an understanding of the importance of sanitation and hygiene. The presence of ramps ensures accessibility for disabled children, highlighting an inclusive approach to education. The school notably provides and prepares mid-day meals on its premises, addressing the nutritional needs of its students.

The teaching staff consists of one male and one female teacher, delivering instruction primarily in Hindi. The school's management emphasizes a holistic approach, addressing both academic and welfare needs. The absence of a pre-primary section and computer-aided learning facilities, however, points to potential areas for future development and resource allocation. The school's lack of computers underscores a potential gap in technology integration within the curriculum.

The school's solid pucca walls ensure a safe and secure environment for learning. Importantly, the school's location is easily accessible via all-weather roads, ensuring consistent attendance despite varying weather conditions. The school operates on a standard academic calendar, commencing its sessions in April. Its rural setting presents both unique challenges and opportunities for educating the next generation.

The school's status as a Non-Ashram type (Govt.) institution further clarifies its operational structure and alignment with government regulations. The absence of any additional information regarding a head teacher presents an opportunity for further detail. The school's commitment to providing a basic education in a rural setting deserves recognition, highlighting the crucial role of such institutions in bridging educational disparities.

This detailed profile of G.G.P.S. 22 K.Y.D. serves as a valuable resource for those interested in understanding the realities of primary education in rural Rajasthan, showcasing both the achievements and areas for potential improvement within this vital community institution. The school’s dedication to providing a foundational education, despite limited resources, warrants commendation.

The school's management structure, overseen by the local body, underscores the community's investment in the institution's success. Further investigation into the school’s operational budget and funding sources could provide additional insights into its financial sustainability and future development plans. The information presented here serves as a foundation for a deeper understanding of this vital rural school's contribution to the community.

Future growth and improvements within the school could focus on integrating technology, expanding the library's collection, and potentially adding a pre-primary section. Securing electricity could significantly improve the school's capacity for enhanced learning opportunities. These developments would complement the school's current strengths in providing a safe, accessible, and supportive learning environment.

In conclusion, G.G.P.S. 22 K.Y.D. stands as a testament to the dedication of educators and community leaders in ensuring access to primary education in rural areas. While challenges remain, the school’s commitment to providing a solid educational foundation for its students within its limited resources is commendable and speaks volumes about the importance of community engagement in educational progress.

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.