G.U.P.S. 24-25 K.Y.D. (1 K.J.D.)

G.U.P.S. 24-25 K.Y.D. (1 K.J.D.) was established in 1985 and it is managed by the Department of Education. It is located in Rural area. It is located in KHAJUWALA 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 3 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 But Broken 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 156 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.U.P.S. 24-25 K.Y.D. (1 K.J.D.): A Comprehensive Overview of a Rural Primary School in Rajasthan

G.U.P.S. 24-25 K.Y.D. (1 K.J.D.) is a government-run primary school located in the rural KHAJUWALA block of BIKANER district, Rajasthan. Established in 1985, the school is under the management of the Department of Education and offers classes from 1st to 8th standard. Its co-educational structure caters to the educational needs of both boys and girls in the surrounding community.

The school’s infrastructure includes a government-provided building with three well-maintained classrooms dedicated to instruction. While lacking a playground, the school boasts a library containing 156 books, a valuable resource for students’ learning. The school also provides mid-day meals, prepared and served on the premises, ensuring students have access to nutritious food.

Accessibility is facilitated by its location on an all-weather road. The school’s facilities also include separate boys’ and girls’ toilets, contributing to a safe and hygienic learning environment. Notably, ramps are available for disabled students, promoting inclusivity and equal access to education. The school has electricity and a pucca, albeit broken, boundary wall. The absence of a drinking water source, however, remains a notable challenge.

The school’s teaching staff comprises four teachers – three male and one female – committed to providing quality education. The instruction medium is Hindi, reflecting the local linguistic landscape. The school does not offer pre-primary education nor computer-aided learning, indicating areas for potential future development.

The school’s operational details provide insights into its functioning. The academic session commences in April, aligning with the regional academic calendar. The school’s rural location necessitates careful consideration of transportation and community engagement.

The absence of computers and a computer lab highlights a potential need for technological upgrades to enhance the learning experience. The lack of a playground also presents an opportunity to develop outdoor recreational space to complement the classroom learning environment.

The school’s management under the Department of Education offers stability and oversight. However, strategic interventions may be required to address infrastructural gaps, particularly concerning the drinking water source and the damaged boundary wall.

Further improvements could include incorporating computer-aided learning and developing extracurricular activities to enrich the educational experience for students. The availability of additional resources could greatly enhance the school’s educational capacity.

Community engagement is crucial in addressing the school’s challenges and maximizing its potential. Collaborative efforts between the school, parents, and local authorities can facilitate improvements in infrastructure and resource provision.

In summary, G.U.P.S. 24-25 K.Y.D. (1 K.J.D.) plays a significant role in providing primary education to the rural community of KHAJUWALA, BIKANER. Addressing its infrastructural limitations and leveraging its existing strengths holds the key to enhancing the quality of education offered to its students.