G.U.P.S. JEETYA MAFI

G.U.P.S. JEETYA MAFI was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in KOTRI block of BHILWARA 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 10 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 Tap Water 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 356 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. Jeetya Mafi: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.U.P.S. Jeetya Mafi, a government-run primary school in Rajasthan, India, stands as a testament to the ongoing efforts to provide quality education in rural areas. Established in 1956, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys. Located in the Kotri block of Bhilwara district, the school’s accessibility is ensured by its all-weather road connectivity.

The school’s infrastructure is well-maintained and conducive to learning. Housed in a sturdy pucca building, it boasts ten classrooms, all in excellent condition, ensuring ample space for effective teaching. The presence of a functional library, stocked with 356 books, underscores the school’s commitment to fostering a love of reading and learning beyond the classroom. A dedicated playground provides students with a vital outlet for physical activity and recreation.

Further enhancing the school environment are essential amenities such as electricity and clean drinking water sourced from a reliable tap water system. Separate functional boys’ and girls’ toilets highlight the school’s dedication to hygiene and inclusivity. The presence of ramps for disabled children demonstrates a proactive approach to accessibility, making the school welcoming to all students.

The teaching staff comprises four dedicated educators: three male teachers and one female teacher, committed to imparting knowledge and nurturing the students’ potential. Hindi serves as the medium of instruction, ensuring effective communication and comprehension. The school’s commitment to holistic development is further reflected in its midday meal program, where meals are prepared and served on the premises.

The school’s management, under the Department of Education, ensures adherence to educational standards and promotes a positive learning environment. The school’s rural location speaks to its significant role in bringing quality education to underserved communities. Its operational features, such as a well-equipped library and a dedicated playground, highlight a focus on holistic child development. The availability of clean drinking water and functional toilets further underscore the school’s commitment to the students’ well-being.

The school’s consistent provision of midday meals reflects its dedication to addressing the nutritional needs of its students. The presence of a dedicated staff of teachers, working collaboratively to deliver quality education, is fundamental to its success. The school’s adherence to the Hindi medium of instruction emphasizes the importance of cultural sensitivity and linguistic inclusivity.

While the school lacks a computer lab and computer-aided learning facilities, its strong foundation in core subjects and commitment to student well-being makes it a valuable asset to the community. Future developments could potentially integrate technology into the curriculum to enhance the learning experience further.

The absence of pre-primary sections, along with other absent features as detailed in the provided data, represent areas for potential future expansion and improvement, which could further elevate the quality of education provided at G.U.P.S. Jeetya Mafi. Ongoing support and development efforts are crucial to sustaining and enriching this important educational institution.

G.U.P.S. Jeetya Mafi represents a cornerstone of education in its rural setting. Its dedicated staff, robust infrastructure, and commitment to student well-being offer a solid foundation for the future success of its students. The school’s ongoing operation and improvements significantly contribute to the educational landscape of the region.

In conclusion, G.U.P.S. Jeetya Mafi stands as a vital educational hub in a rural setting, offering quality primary and upper-primary education to its students. Its ongoing efforts toward improvement and expansion promise a brighter future for the children of the community.