G.U.P.S., TARDIKHERA

G.U.P.S., TARDIKHERA was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in ANTA 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 5 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 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 467 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., Tardikhera: A Comprehensive Profile of a Rural Primary School

G.U.P.S., Tardikhera, a government primary school in Rajasthan, India, stands as a testament to the nation’s commitment to rural education. Established in 1962, this co-educational institution serves students from classes 1 through 8, offering a crucial foundation for their academic journeys. Its rural location within the ANTA block of BARAN district underscores its vital role in providing educational opportunities to underserved communities.

The school’s infrastructure reflects a dedication to providing a conducive learning environment. Housed in a pucca (permanent) building, it boasts five well-maintained classrooms, ensuring ample space for students to learn. The presence of a library stocked with 467 books demonstrates a commitment to fostering a love of reading and independent learning. Importantly, the school also features computer-aided learning, signifying its adoption of modern teaching methodologies. While a playground is absent, the availability of ramps for disabled children highlights a focus on inclusivity.

The school’s staffing reflects a balanced approach to education. A total of five teachers, comprising three male and two female educators, ensures a strong teacher-student ratio. The presence of a head teacher, Abdul Mazid, further strengthens the school’s administrative structure. The school operates under the Department of Education, benefiting from government support and resources. Hindi serves as the primary language of instruction, aligning with the local context and needs.

Technological resources, though limited, are utilized effectively. Two functional computers are used for teaching and learning purposes, enhancing the educational experience. The presence of a computer-aided learning lab indicates a progressive approach to education, aimed at bridging the digital divide. The school’s commitment to student well-being is evident in the provision of mid-day meals, prepared and served on school premises, which addresses nutritional needs and encourages regular attendance.

The school’s facilities cater to both boys and girls, with one functional toilet allocated to each gender. The availability of electricity ensures a comfortable and efficient learning environment, and the absence of pre-primary sections reflects its focus on primary and upper-primary education. The school’s location, accessible via an all-weather road, enhances its accessibility for students regardless of weather conditions.

The academic year commences in April, aligning with the regional academic calendar. The school’s commitment to providing quality education is further reinforced by its adherence to established standards and its dedication to improving its resources and infrastructure. The school’s management demonstrates a clear understanding of the needs of its student population.

The information provided illustrates G.U.P.S., Tardikhera’s dedication to providing a comprehensive education to its students. Its focus on providing a conducive learning environment, supplemented by adequate resources, highlights a commitment to empowering the community through education.

G.U.P.S., Tardikhera’s story is one of providing educational opportunities in a rural setting. The school’s modest size and resources belie the significant impact it has on the lives of its students, shaping their futures and contributing to the overall development of the region. The school’s commitment to continuous improvement underscores its dedication to providing quality education to its students.

The school’s efforts in bridging the digital divide and ensuring inclusivity are noteworthy aspects of its operation. The provision of computer-aided learning and ramps for disabled children reflect a progressive approach to education, catering to the diverse needs of its student population. The school’s commitment to student well-being is further demonstrated by the provision of mid-day meals.

The school’s consistent functioning since 1962 stands as a testament to its enduring impact on the community. Its role in providing a crucial foundation for the academic and personal development of its students highlights the critical importance of primary education in rural areas. G.U.P.S., Tardikhera serves as a valuable asset to the community, enriching the lives of its students and fostering future generations of successful individuals.