GPS PARA

GPS PARA: A Rural Girls' Primary School in Madhya Pradesh, India

GPS PARA, a girls' primary school located in the rural area of RAMA block, JHABUA district, Madhya Pradesh, India, stands as a testament to the dedication towards providing education to young girls. Established in 1965, this institution is managed by the Tribal/Social Welfare Department, highlighting its commitment to serving underprivileged communities. The school's physical infrastructure reflects its operational capabilities, offering a conducive learning environment for its students.

The school building, a government-constructed structure, houses seven well-maintained classrooms dedicated to providing quality education. The school's commitment to student well-being is evident in its facilities, including a functional playground to encourage physical activity and a library stocked with 52 books to foster a love for reading. Furthermore, the availability of hand pumps ensures access to clean drinking water. Separate toilet facilities, with one for boys and two for girls, cater to the specific needs of its student population.

Safety and accessibility are prioritized at GPS PARA, with the school's pucca (permanent) boundary walls ensuring a secure learning environment. The inclusion of ramps for disabled children is a testament to the school’s dedication to inclusive education. The school's residential nature further supports its commitment to providing comprehensive care for its students. The school prioritizes a safe and hygienic learning environment, providing and preparing mid-day meals on-site to ensure that students have adequate nutrition for optimal learning.

Instruction at GPS PARA is provided in Hindi, catering to the linguistic needs of the local population. The school follows a primary curriculum, encompassing grades 1 through 5, ensuring a strong foundational education for its students. With a dedicated teaching staff of three female teachers, the school maintains a strong female presence fostering a supportive and nurturing learning environment. The school operates as a single-shift school and is not using the school building as a secondary shift-school.

Despite lacking computer-aided learning facilities and electricity, GPS PARA compensates with its fundamental educational provision. The absence of these amenities does not hinder the school's commitment to providing a quality primary education in its current infrastructure.

The GPS PARA school operates within a framework of robust management. Its administration is managed by the Tribal/Social Welfare Department, guaranteeing a dedicated and committed approach to fulfilling its educational mandate. This close association with the local government ensures the school’s continued operational stability and efficient administration. The school's operational efficiency is further enhanced through a streamlined process, ensuring that all essential requirements are adequately met.

The school's location in a rural setting is strategically significant. GPS PARA serves as a vital educational hub for the local girls, contributing significantly to the community's educational development. Its accessibility by all-weather roads further reinforces its role as a vital community resource. The April commencement of the academic session aligns with the local climate and agricultural cycles, accommodating the community's rhythms of life.

In conclusion, GPS PARA is a vital educational institution serving a rural community in Madhya Pradesh. Despite its resource limitations, the school’s dedication to its students, its emphasis on fundamental education, and its robust management structure guarantee its continued importance as a cornerstone of community growth and development. The school's strong female teaching staff, combined with a focus on safety and accessibility, fosters a supportive environment that empowers young girls to reach their full potential. The school’s success story underscores the potential of dedicated rural schools in transforming communities.

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.