JAGDAMBA ASHRAMSHALA KHUNDRA

Jagdamba Ashramshala Khandra: A Comprehensive Profile of a Rural Gujarat Primary School

Jagdamba Ashramshala Khandra, a government-run primary school in the rural heart of Gujarat, India, stands as a testament to educational access in underserved communities. Established in 1999 under the aegis of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 7, providing a crucial foundation for their academic journeys.

The school's infrastructure includes five well-maintained classrooms, catering to the needs of its students. While lacking a boundary wall, the school boasts essential amenities such as electricity, a functional playground, and a library stocked with 183 books – valuable resources that enrich the learning experience. The provision of hand pumps ensures access to clean drinking water, a necessity for the students' well-being. Separate toilet facilities are available for boys (8) and girls (4), emphasizing the school's commitment to providing a safe and hygienic environment.

The school's dedicated staff comprises three male teachers and a head teacher, Kiritkumar M Bariya, who guide the students' educational progress. Gujarati serves as the primary language of instruction. The school's residential nature, categorized as a "Non-Ashram type (Govt.)," provides an added layer of support and structure for its students, potentially accommodating them within its premises. Interestingly, the school's academic offerings extend beyond the regular curriculum. It also uses an 'Others' board for Class 10 and Class 10+2 examinations.

The school's location in the Morva Hadaf block of Panch Mahals district places it within a rural setting. Its accessibility via an all-weather road ensures that students can attend regardless of weather conditions. The school's commitment to its students is further underscored by its mid-day meal program, providing nutritious meals prepared on the premises, contributing to students' overall health and well-being.

Jagdamba Ashramshala Khandra's operational details further illuminate its dedication. The school's academic year begins in April, adhering to the standard academic calendar. The absence of computer-aided learning and computers reflects a possible area for future development and modernization, which could enhance the learning experience for its students. The absence of ramps, while noted, might be a reflection of the current infrastructure and a potential area for improvement in terms of accessibility for students with disabilities.

While the school doesn't offer pre-primary education, its focus on primary and upper primary levels ensures a strong educational base for its students. Its management by the Tribal/Social Welfare Department highlights a commitment to supporting students from marginalized communities. The absence of female teachers is a significant detail that warrants consideration and potential solutions for improved inclusivity.

The school's establishment in 1999 and its continuous operation represent a long-standing contribution to the education of the local community. The information provided paints a picture of a functioning school facing typical challenges of resource allocation and infrastructure, while simultaneously striving to provide a quality education for its students. Its success hinges on the continued commitment and support from the governing body, teachers, and the community it serves.

The school's dedication to providing a basic yet functional learning environment, coupled with its residential nature, showcases a model of education that addresses the specific needs of its community. The detailed information offers valuable insights into the operations and structure of a typical rural school in Gujarat.

In summary, Jagdamba Ashramshala Khandra is a vital educational institution catering to the educational needs of a rural community in Gujarat. While there's room for improvement in certain areas, the school effectively provides a foundation for students' academic growth and overall well-being. The school's story reflects both the strengths and challenges faced by educational institutions in rural India.

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.