G.U.P.S. KESARPURA

G.U.P.S. KESARPURA was established in 1992 and it is managed by the Department of Education. It is located in Rural area. It is located in GHATOL block of BANSWARA 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 7 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 no playground. The school has a library and has 157 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. Kesarpura: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.U.P.S. Kesarpura, a government-run primary school in Rajasthan, India, stands as a vital educational institution serving the rural community. Established in 1992 under the Department of Education, the school provides primary and upper-primary education (classes 1-8) to children in the Ghatol block of Banswara district. Its co-educational environment caters to students from diverse backgrounds, contributing to the community’s overall development.

The school’s infrastructure comprises a solid pucca building with seven well-maintained classrooms dedicated to teaching. A dedicated room serves as the headmaster’s office, while additional spaces support non-teaching activities. Reliable electricity ensures smooth functioning, while hand pumps provide access to clean drinking water. A functional library, stocked with 157 books, fosters a love of reading among students, enriching their learning experience beyond the classroom. The school’s commitment to nutrition is evident through its on-site midday meal program.

The school’s teaching staff consists of five male teachers, effectively managing the academic needs of the students. The instruction medium is Hindi, ensuring accessibility and relevance to the local community. The school operates on a standard academic calendar, commencing its session in April. The school’s commitment to maintaining a safe and conducive learning environment is reinforced by the presence of separate functional toilets for boys and girls.

While the school currently lacks computer-aided learning facilities and a playground, its strong foundation of teaching resources and infrastructure significantly contributes to providing quality primary education. The absence of a playground highlights a potential area for future development and improvement. The school’s rural location emphasizes its role in bringing educational opportunities to areas often underserved.

The headmaster, Vimal Kant Dodyar, plays a crucial role in the school’s day-to-day operation and academic leadership. The school’s management under the Department of Education ensures adherence to educational standards and policies. The school’s non-residential nature reflects its focus solely on academic instruction.

The school’s absence of ramps for disabled children could be seen as an area needing improvement to promote inclusive education. Adding ramps would significantly improve accessibility for students with mobility limitations, ensuring equal opportunities for all. This enhancement aligns with efforts to promote inclusive and equitable education for all children.

Further infrastructure development, such as adding a playground and computer lab, could considerably enhance the learning experience at G.U.P.S. Kesarpura. These additions would create a more holistic learning environment, improving the physical and digital learning experiences for students.

In conclusion, G.U.P.S. Kesarpura serves as a critical educational pillar in its rural community. While opportunities exist for future enhancements in facilities and resources, the school’s strong commitment to teaching, coupled with its existing infrastructure, provides a foundation for a successful learning environment for the children of Kesarpura. Its continued operation ensures access to quality education, directly impacting the future prospects of the community.