G.P.S,RAILWAY ST. MANGLIYAVAS

G.P.S,RAILWAY ST. MANGLIYAVAS was established in 1969 and it is managed by the Local body. It is located in Rural area. It is located in PEESANGAN block of AJMER district of Rajasthan. The school consists of Grades from 1 to 5. 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 Partial boundary wall. The school has doesn’t 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 315 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 Not Applicable providing mid-day meal.

G.P.S,RAILWAY ST. MANGLIYAVAS: A Primary School in Rural Rajasthan

G.P.S,RAILWAY ST. MANGLIYAVAS is a primary school located in the rural area of PEESANGAN block, AJMER district, Rajasthan. Established in 1969, this government-managed school serves students from Class 1 to Class 5, offering a co-educational environment. The school’s instruction medium is Hindi, reflecting the local language and cultural context.

The school building, while government-provided, features two classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher. While lacking electricity, the school boasts a library stocked with 315 books, demonstrating a commitment to literacy despite infrastructural limitations.

A significant aspect of the school’s infrastructure is the presence of separate boys’ and girls’ toilets, addressing essential hygiene needs for its students. Ramps for disabled children ensure accessibility to the classrooms, reflecting an inclusive approach to education. The school’s boundary wall is partially complete, offering some level of security and protection. The absence of a playground limits recreational opportunities for the students.

The school’s academic focus is strictly primary education, with two female teachers providing instruction. The lack of a pre-primary section and computer-aided learning facilities underscores the need for resource expansion. The school’s management relies on a local body, indicating community involvement in its operations.

Accessibility to the school is ensured by an all-weather road, facilitating regular attendance regardless of weather conditions. The academic session commences in April, aligning with the regional academic calendar. The school’s operation as a Non-Ashram type (Govt.) institution clarifies its administrative structure and funding.

The absence of computers, a computer-aided learning lab, and a mid-day meal program highlights areas requiring further development and resource allocation. The information provided does not include details regarding the head teacher or specific contact information. This lack of detail might limit further inquiries and deeper understanding of the school’s current administration and operations.

Further investigation into the school’s resources and future development plans would be beneficial in evaluating its overall capacity and its potential for growth. Exploring opportunities for improved infrastructure, technology integration, and teacher training could significantly enhance the educational experience for the students.

The information presented provides a foundational understanding of G.P.S,RAILWAY ST. MANGLIYAVAS, highlighting its strengths and areas for improvement. Further research and updates would illuminate a more comprehensive picture of its ongoing performance and its contribution to the local community’s educational landscape.

Community engagement and external support might play crucial roles in advancing this school’s capabilities and helping it bridge its infrastructural gaps. Collaboration with governmental and non-governmental organizations could result in significant improvements in facilities, resources, and the overall learning environment. This would greatly benefit the students and contribute to a more holistic and effective educational setting.

The success of G.P.S,RAILWAY ST. MANGLIYAVAS lies in its commitment to providing primary education in a rural setting, despite the challenges. Continued efforts in strengthening its resources and addressing infrastructural limitations will further enhance its contribution to the community’s educational development and empower its students with a strong foundation for the future.