G.P.S. GARISAYA PADA

G.P.S. GARISAYA PADA was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in BAGIDORA block of BANSWARA 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 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 138 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.P.S. Garisaya Pada: A Rural Primary School in Rajasthan

G.P.S. Garisaya Pada, a primary school nestled in the rural landscape of Rajasthan, stands as a testament to the commitment to education in underserved communities. Established in 2002, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey. Managed by the local body, the school plays a vital role in the community’s development.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a government building, it boasts two well-maintained classrooms dedicated to instruction. A library, stocked with 138 books, encourages a love for reading and learning beyond the classroom. The provision of a well ensures access to clean drinking water, a necessity for the students’ well-being. Importantly, ramps are in place to ensure accessibility for students with disabilities. Two functional boys’ toilets and one girls’ toilet address essential hygiene needs.

The teaching staff comprises three dedicated educators – two male and one female teacher – who impart knowledge using Hindi as the medium of instruction. The school provides mid-day meals, prepared on the premises, ensuring students receive proper nourishment to support their studies. The school’s rural setting underscores its crucial role in bringing education to children in remote areas. This underlines the value of accessible education in fostering community development.

The school operates within a clear academic framework, focusing on primary education (Classes 1-5). The absence of a pre-primary section reflects its current operational capacity, although this might be subject to future expansion. The school’s dedication to providing a supportive environment is complemented by its accessible location, ensuring students can attend classes consistently.

The school’s operational hours align with the standard academic calendar, commencing in April. The lack of a boundary wall highlights the need for continued infrastructural development, but the school’s functionality transcends such limitations. The dedication of the teachers and the commitment of the local body underscore the ongoing efforts to enhance educational opportunities.

The school’s location in the Bagidora block of Banswara district provides valuable context. The specific geographic coordinates, 23.40432740 latitude and 74.26726090 longitude, further pinpoint its precise location within the broader landscape of Rajasthan. This precise location facilitates easier identification and planning for future improvements.

The school’s management operates under the purview of the local body, emphasizing the collaborative spirit between the community and the educational institution. This model of collaboration ensures the school’s relevance to local needs and facilitates smoother operations. This strengthens the school’s position within the community fabric.

The school’s lack of computers and a computer-aided learning lab highlights a need for technological improvements. The absence of electricity further underscores this need, which, if addressed, could significantly enhance the students’ learning experience. The introduction of technology could provide access to a wider range of learning resources.

G.P.S. Garisaya Pada, while facing certain infrastructural challenges, remains a valuable asset to the community. Its commitment to providing a quality primary education, coupled with the dedication of its teachers and the support of the local body, ensures that students receive the foundation they need to thrive. This makes it a key pillar in the development of the rural community.

The school’s story reflects the ongoing needs and opportunities in rural education. Further investment in infrastructure, technology, and resources could significantly amplify its impact. The future of G.P.S. Garisaya Pada hinges on the continued support of the community and relevant stakeholders. Its continued success will be a testament to the transformative power of education in remote areas.