G.U.P.S., BEELKHERA

G.U.P.S., BEELKHERA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHIPABAROD block of BARAN 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 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 100 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., Beelkera: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.U.P.S., Beelkera, a government-run primary school in the Baran district of Rajasthan, India, offers a valuable educational service to the rural community. Established in 2004, this co-educational institution caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journey. The school’s location in the CHHIPABAROD block makes it easily accessible, playing a vital role in ensuring children’s access to education.

The school’s infrastructure, while modest, is functional and designed to support teaching and learning. Housed in a pucca (permanent) building, it comprises three classrooms in excellent condition, providing sufficient space for instruction. The school also possesses a functional library, stocked with 100 books, providing students with access to reading materials and promoting a love for learning. Furthermore, the presence of a separate room for the head teacher underscores the school’s commitment to efficient administration.

Despite lacking certain amenities, the school demonstrates a strong commitment to providing a safe and conducive learning environment. The presence of separate boys’ and girls’ toilets emphasizes the school’s dedication to hygiene and gender inclusivity. The availability of hand pumps ensures a consistent supply of drinking water for students and staff alike. The absence of a playground, however, represents an area for potential improvement, as outdoor play is crucial for a child’s holistic development.

The school’s academic approach is characterized by its use of Hindi as the medium of instruction, aligning with the local language and enhancing comprehension among students. The teaching staff consists of five teachers, including four male teachers and one female teacher, providing adequate support to the student body. The dedicated head teacher, Ram Charan Meena, leads the school’s academic endeavors, providing leadership and guidance to the staff. The school’s management by the Department of Education assures adherence to standardized curriculum and operational guidelines.

The school’s commitment to student well-being extends beyond academics. The provision of midday meals ensures students receive proper nourishment, helping to alleviate hunger and improve concentration in class. The school operates on a non-residential basis, providing a focused learning environment without the complexities of boarding facilities.

The school’s academic structure extends from Class 1 to Class 8, offering a comprehensive primary and upper-primary education. This aligns with the school’s designation as “Primary with Upper Primary (1-8),” signifying the completion of a crucial stage in the Indian educational system. The absence of a pre-primary section highlights the focus on primary and upper-primary education.

Although the school currently lacks computer-aided learning and electricity, these are potential areas for future development to enhance the educational experience. The absence of computers and a computer lab might hinder the students’ exposure to technology and its integration in education, a significant aspect in the current educational landscape. Similarly, the lack of electricity could affect the school’s ability to implement certain technology-driven teaching methods.

The school’s location in a rural setting is a testament to its commitment to providing education in underserved areas. Its accessibility via all-weather roads is a valuable asset, reducing barriers to education for the local children. The school’s rural location contributes significantly to its role as a vital community resource, offering educational opportunities to a population that might otherwise lack access.

The data available emphasizes the importance of G.U.P.S., Beelkera in its community. It serves as a beacon of knowledge and opportunity, despite facing certain infrastructural challenges. The school’s ongoing efforts to provide quality education highlight the importance of rural education and the crucial role of dedicated educators in shaping the future generation.

The information provided allows for a comprehensive evaluation of G.U.P.S., Beelkera. The available infrastructure, dedicated staff, and commitment to providing a well-rounded education highlight the school’s important role within its community. While improvements are possible, the school’s current state reflects a concerted effort to educate and empower children in a rural setting.