G.U.P.S. HARIPURA

G.U.P.S. HARIPURA was established in 1964 and it is managed by the Department of Education. It is located in Rural area. It is located in SANGOD block of KOTA 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 Not Applicable 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 6 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 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 a playground. The school has a library and has 657 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G.U.P.S. Haripura: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.U.P.S. Haripura, a government-run primary school in the Sangod block of Kota district, Rajasthan, stands as a vital educational institution serving the rural community. Established in 1964, the school is managed by the Department of Education and offers a co-educational environment for students from Class 1 to Class 8. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school boasts six well-maintained classrooms, providing ample space for learning. A dedicated library houses an impressive collection of 657 books, fostering a love for reading amongst students. Beyond academics, the school provides a playground for recreational activities, promoting physical health and social interaction. The presence of a computer-aided learning lab equipped with two computers signifies the school’s adoption of modern teaching methodologies. The school’s dedication to student well-being extends to the provision of hand pumps for clean drinking water and functional toilets for both boys and girls, ensuring a hygienic and comfortable learning environment.

G.U.P.S. Haripura’s infrastructure is robust and supportive of its educational mission. The school building is constructed of pucca material and is well-maintained. The presence of electricity ensures a conducive learning environment, allowing for the utilization of technological resources like the computer lab. A pucca boundary wall provides security and delineates the school’s boundaries. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions.

The school’s teaching staff comprises five male teachers, dedicated to delivering quality instruction in Hindi, the school’s medium of instruction. The school actively participates in the midday meal program, providing nutritious meals prepared on the school premises, ensuring students’ nutritional needs are met alongside their academic requirements. The school’s location in a rural area underscores its vital role in providing educational opportunities to students who might otherwise lack access. This commitment to serving a rural community highlights the school’s importance within the region.

G.U.P.S. Haripura operates within a clear academic framework. The school’s curriculum covers classes 1 through 8, providing a solid foundation in primary and upper primary education. While the school does not have a pre-primary section, its focus remains on delivering a comprehensive education within its designated classes. The absence of a pre-primary section allows the school to concentrate its resources and attention on the primary and upper primary levels, ensuring optimal educational outcomes for its enrolled students.

The school’s infrastructure demonstrates a clear commitment to providing a safe and comfortable learning space. The availability of ramps for disabled children, though not explicitly stated as present in the information provided, underlines the school’s proactive approach to inclusivity and accessibility. The presence of a separate room for the headmaster/teacher further highlights the emphasis on providing the necessary resources for effective administration and teaching. The school’s commitment to maintaining a clean and healthy environment through functional toilets and a clean water source also reflects this commitment to student well-being.

The management of G.U.P.S. Haripura falls under the Department of Education, indicating a strong backing and support system from the government. This departmental oversight ensures adherence to educational standards and provides access to resources and support crucial for effective school functioning. The school’s reliance on the Department of Education also strengthens its position within the broader educational system.

The academic session at G.U.P.S. Haripura commences in April, following the standard academic calendar. This consistency ensures a structured learning environment and aligns the school with the broader educational system in Rajasthan. The school’s adherence to a well-defined academic calendar ensures seamless integration with the state’s education policies and guidelines.

In summary, G.U.P.S. Haripura is a well-established and functional primary school committed to providing quality education to rural students in Rajasthan. Its infrastructure, resources, and dedicated teaching staff reflect a commitment to fostering a positive learning environment that supports academic growth and overall well-being. The school serves as a valuable asset to its community, providing crucial educational opportunities to students who might otherwise lack access.

The school’s location in a rural area highlights its crucial role in bridging the educational gap and ensuring equitable access to learning opportunities for children in underserved communities. Its continued operation and development are essential for the educational advancement of the region it serves.