GPS GHENGHI

GPS Ghenghi Primary School: A Profile

GPS Ghenghi, a government-run primary school located in the rural area of Ichhawar block, Sehore district, Madhya Pradesh, India, was established in 1991. Under the management of the Department of Education, it serves students from classes 1 to 5, offering a co-educational environment. The school's instruction medium is Hindi.

The school's infrastructure comprises a government building with three classrooms, all in good condition. Two additional rooms are available for non-teaching activities, along with a separate space for the teachers. A barbed wire fence encloses the school grounds, and while lacking electricity, the school does boast a library containing 140 books. Importantly, ramps are available for disabled children. The school provides and prepares midday meals on its premises.

GPS Ghenghi operates within a clearly defined academic framework. It's designated as a primary-only school (classes 1-5), and notably, it does not include a pre-primary section. The school is accessible via an all-weather road and begins its academic sessions in April.

The teaching staff consists of two male teachers, dedicated to providing quality education to the students. The school is not a residential establishment, making it a day-school. The absence of computers and a computer-aided learning lab highlight areas where potential improvements could significantly enhance the learning experience.

Despite lacking a playground, the school offers essential facilities such as separate functional boys' and girls' toilets. The absence of a reliable source of drinking water presents a critical area needing immediate attention and improvement to ensure the well-being of the students and staff.

The school's location within a rural setting presents both opportunities and challenges. The rural setting might limit access to certain resources and technologies, emphasizing the need for targeted support and development initiatives. However, it also allows for a strong connection to the community it serves.

The limited number of teachers suggests a need for additional staffing to effectively cater to the student population. The lack of female teachers in particular represents a significant disparity in gender representation within the teaching staff, which requires careful consideration.

The absence of computers and a computer-aided learning lab points towards a need for technological integration to enhance educational opportunities. Introducing such technologies could bridge the digital divide and improve the overall quality of education offered at GPS Ghenghi.

The school's successful operation relies on effective community engagement. Active community involvement could address challenges and unlock opportunities for improvement in various areas, from securing essential resources to enhancing the learning environment.

The library, though small, serves as a valuable resource, highlighting the importance of expanding its collection and promoting a love of reading amongst the students. This requires sustained efforts and community support to ensure its long-term success.

GPS Ghenghi's continued operation depends on consistent support from the Department of Education and other stakeholders. Addressing its needs in terms of resources, technology, and teacher training is essential for its long-term growth and the students' academic success.

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.