G.G.U.P.S, SETHIYAVAS, JHAJHU

G.G.U.P.S, SETHIYAVAS, JHAJHU was established in 1992 and it is managed by the Department of Education. It is located in Rural area. It is located in KOLAYAT block of BIKANER district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 2 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 379 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G.G.U.P.S, Sethiyavas, Jhajh: A Comprehensive Profile of a Rural Primary School

G.G.U.P.S, Sethiyavas, Jhajh, a government-run primary school in the rural area of Rajasthan, India, offers a glimpse into the educational landscape of a typical village setting. Established in 1992 under the Department of Education, this co-educational institution caters to students from classes 1 to 8. The school’s infrastructure comprises two classrooms, a library stocked with 379 books, separate boys’ and girls’ toilets, and a secure pucca boundary wall. Electricity reliably powers the school, facilitating learning activities.

The school’s curriculum is delivered entirely in Hindi, with a dedicated teaching staff of five female educators. The school provides mid-day meals, prepared and served on the premises, ensuring students receive essential nutrition alongside their education. While the school lacks a playground and computer-aided learning facilities, its commitment to education is evident in its well-maintained facilities and dedicated teachers. The absence of a computer lab and playground highlights potential areas for improvement and future development.

The school’s location in the Kolajat block of Bikaner district places it within a specific geographical context. This rural setting influences accessibility and resource availability, potentially impacting the school’s overall capabilities. Further information about the school’s precise location is unavailable due to missing latitude and longitude data. The school’s contact information, including phone number and email address, is also unavailable.

The school’s library represents a valuable resource, holding a substantial collection of 379 books. This collection provides essential supplementary learning materials and fosters a reading culture among students. The presence of a library underscores the school’s commitment to enriching the learning experience beyond the formal curriculum.

The school’s infrastructure is characterized by its functional design. The two classrooms provide adequate space for instruction, considering the student population. The presence of separate toilets for boys and girls ensures hygiene and safety. The pucca boundary wall enhances security and creates a defined learning environment.

The management structure, under the Department of Education, provides a framework for oversight and resource allocation. This ensures the school operates within established guidelines and receives support from the government’s educational initiatives. The school’s status as a non-residential institution clarifies its operational model.

The absence of pre-primary classes indicates a specific educational focus on primary and upper primary education. This specialization allows the school to concentrate its resources and expertise on the specific needs of its enrolled student body. The school’s commitment to providing a quality education despite its limited resources is commendable.

The lack of ramps for disabled children highlights an area needing attention to ensure inclusivity. Further improvements in infrastructure could make the school more accessible to all students, regardless of physical limitations. This is a crucial aspect for future development and ensures that all students can participate fully in the educational process.

The school’s consistent operation since its establishment in 1992 signifies its longevity and community importance. This long-standing presence within the village demonstrates the value placed on education within the local community. The school plays a significant role in providing educational opportunities to the children of Sethiyavas, Jhajh.

The availability of drinking water is not explicitly defined in the data, further emphasizing the need for additional details to paint a complete picture of the school’s amenities. Additional information regarding the availability and quality of drinking water is essential to fully assess the school’s facilities. This aspect is crucial for the health and well-being of students and staff.