PS_RAIDARA_DAMARO_KI_FALI

PS_RAIDARA_DAMARO_KI_FALI: A Comprehensive Overview of a Rural Primary School in Rajasthan

PS_RAIDARA_DAMARO_KI_FALI, a government-run primary school, stands as a vital educational institution serving the rural community of Pindwara block in Sirohi district, Rajasthan. Established in 1999 under the management of the local body, this co-educational school caters to students from Class 1 to Class 5, offering a foundational education in Hindi. Its rural location highlights its crucial role in bridging the educational gap within its community.

The school's infrastructure consists of a sturdy pucca building, equipped with five well-maintained classrooms dedicated to instruction. These classrooms are supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The presence of a functional electricity connection ensures a conducive learning environment, while hand pumps provide a reliable source of drinking water for students and staff.

Further enhancing its educational resources, the school boasts a library stocked with 946 books, fostering a love for reading and learning. Ramps for disabled children ensure inclusivity and accessibility, underscoring the school's commitment to providing equal opportunities for all students. The school's commitment to nutrition is evident in its provision of midday meals, prepared on-site, ensuring students receive proper nourishment to support their academic pursuits.

The school's teaching staff comprises two male teachers and a head teacher, Ramesh Chand, leading the educational endeavors. The school operates independently, without an attached pre-primary section or any contract teachers. The school is not a residential facility and is not located in a newly shifted location. This simple structure ensures effective management and focuses resources directly on providing primary education.

The school's location is accessible via an all-weather road, ensuring continuous access for students and staff throughout the year. The academic session adheres to the standard April commencement, aligned with the national academic calendar. The lack of a playground is a point to be considered for future development, as physical activity plays an important role in a child's overall development.

The absence of computers and a computer-aided learning lab indicates an opportunity for future technological integration to enhance the learning experience. This would significantly increase the ability of the students to engage with modern technology, a crucial aspect of their future. Improving technology access could also benefit the school's administrative processes.

PS_RAIDARA_DAMARO_KI_FALI's functional toilets—one each for boys and girls—maintain basic sanitation standards. The school's pucca boundary wall provides security and defines the school premises, ensuring a safe environment for students. The school's management continues to provide the basic necessary services that maintain the facility's operational capabilities.

In conclusion, PS_RAIDARA_DAMARO_KI_FALI serves as a pillar of primary education in its rural community. While opportunities exist for future development and technological integration, the school effectively provides foundational education with its well-maintained infrastructure, dedicated staff, and resources ensuring a stable educational environment.

The school's commitment to providing a basic education in a safe and supportive environment emphasizes the importance of access to education for all children, regardless of their background. The school's dedication to providing this education will help the students develop the tools necessary for their success in the future.

Future development plans should consider expanding resources to include a playground for physical activity and integrating technology to enhance learning experiences. Such enhancements would further elevate the school's capacity to provide a holistic and engaging education to the children of this rural community.

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.