GPS NO 23 KGN

GPS NO 23 KGN: A Comprehensive Profile of a Madhya Pradesh Primary School

GPS NO 23 KGN, a primary school nestled in the urban heart of Khargone district, Madhya Pradesh, offers a glimpse into the educational landscape of rural India. Established in 1979 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5. Its location in the Khargone block provides accessibility to students within the community.

The school's infrastructure comprises a government-owned building, housing eight well-maintained classrooms dedicated to instruction. These facilities are supplemented by additional rooms for non-teaching activities and a designated space for administrative staff. A robust pucca boundary wall ensures security and safety. A playground and a library stocked with 94 books provide recreational and learning opportunities beyond the classroom. Access to clean drinking water is facilitated by functional hand pumps, and the school features separate functional toilets for boys (3) and girls (1). Conveniently, ramps are in place to ensure accessibility for students with disabilities.

Instruction at GPS NO 23 KGN is conducted primarily in Hindi, reflecting the local linguistic context. The school’s six female teachers work diligently to provide quality education. While the school does not offer a pre-primary section, the existing structure successfully caters to the primary school curriculum. Importantly, a midday meal program is in place, although meals are not prepared on the school premises.

The school's operational details highlight its resourcefulness. The lack of electricity and computer-aided learning facilities emphasizes the ongoing needs within the educational infrastructure of the area. Despite these limitations, the school's dedication to providing basic education remains evident. The presence of a functional library, playground, and accessible facilities underscores the school's commitment to holistic child development.

The absence of computers, however, underscores a significant area for improvement. Integrating technology into the learning process could greatly enhance educational outcomes and equip students with crucial digital literacy skills. Furthermore, the lack of electricity highlights the need for sustainable energy solutions to power the school's operations and enable the integration of technology.

GPS NO 23 KGN stands as a testament to the persistent efforts of providing education to rural communities. The dedicated female teachers are crucial in providing quality learning opportunities for the children. The school's existing infrastructure, including the library and playground, plays a significant role in facilitating a well-rounded education.

The school's location in an urban area offers potential for collaborations with local organizations and businesses. These partnerships could provide resources and support for improving the school's facilities and expanding its educational programs. Further investment in technology and infrastructure could unlock the school's full potential.

The availability of functional toilets and ramps for disabled students illustrates a commitment to inclusivity and accessibility within the school environment. Such provisions highlight the institution's dedication to creating a welcoming and supportive learning space for all students.

The provision of midday meals, even if not prepared on-site, underscores the importance of nutritional support in ensuring students are able to concentrate on their studies. This shows a recognition of the multifaceted needs of the students and their families.

In summary, GPS NO 23 KGN serves as a vital educational hub in the Khargone district, demonstrating the commitment to basic education within its community despite infrastructural limitations. With further investments and support, this school holds the potential to become an even more impactful center for learning and growth.

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.