G.P.S. UPARI FALA

G.P.S. UPARI FALA was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in KUSHALGARH 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 Hand Pumps 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 124 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. Upari Fala: A Rural Primary School in Rajasthan

G.P.S. Upari Fala, a government primary school located in the KUSHALGARH block of BANSWARA district, Rajasthan, serves the educational needs of the rural community. Established in 2002 under the management of the local body, the school provides a crucial educational foundation for children in the area.

The school’s infrastructure consists of a government building with two classrooms, all in good condition. While lacking a boundary wall and electricity, the school offers essential amenities such as a functioning library with 124 books and hand pumps providing access to drinking water. Separate, functional boys’ and girls’ toilets are available on the premises.

The school caters to students from Class 1 to Class 5, following a co-educational model with Hindi as the primary language of instruction. The curriculum focuses on primary education, without any pre-primary section. Meals are provided and prepared on the school premises, ensuring that students receive proper nourishment alongside their education.

Two male teachers dedicate their time and expertise to educating the students. The school’s operational structure is straightforward, lacking a head teacher and operating as a non-residential, non-Ashram type government school. The school building is not used as a shift school, and it functions consistently throughout the academic year, commencing in April.

The school’s location is accessible via an all-weather road, ensuring consistent attendance despite weather conditions. The school acknowledges the absence of several facilities, highlighting the need for future improvements and resources.

Despite its lack of a computer lab or computer-aided learning tools, and the absence of a playground, the school provides a fundamental education to its students. The commitment of the two teachers demonstrates dedication to educating the children in the community.

The school’s limitations highlight the challenges faced by rural educational institutions, emphasizing the need for community support and government initiatives to improve infrastructure and provide additional resources. The absence of a boundary wall, electricity, and playground underscores the necessity for further development.

Efforts to upgrade facilities, such as computer-aided learning and improved play areas, could significantly enhance the educational experience. Acquiring additional resources would empower teachers to provide a more enriching learning environment, fostering a passion for learning among the students.

The school’s library, though modest, provides access to essential reading materials. This core resource, along with the functional toilets and provision of meals, underscores the school’s dedication to providing a comprehensive, if basic, learning environment.

Future development plans for G.P.S. Upari Fala should prioritize improving infrastructure and increasing access to technology, promoting a more stimulating and modern learning environment. Addressing the current limitations would significantly enhance the educational prospects of students in this rural community.

In conclusion, G.P.S. Upari Fala is a fundamental pillar of education in its rural community. While lacking certain amenities, the school provides a valuable educational service, highlighting the importance of community support and sustained investment in improving rural educational facilities.