G.U.P.S.MALARIYA KALA

G.U.P.S.MALARIYA KALA was established in 1985 and it is managed by the Department of Education. It is located in Rural area. It is located in GOGUNDA block of UDAIPUR 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 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 But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 260 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.MALARIYA KALA: A Rural Primary School in Rajasthan

G.U.P.S.MALARIYA KALA, a government-run primary school located in the rural area of GOGUNDA block, UDAIPUR district, Rajasthan, offers a valuable educational service to the community. Established in 1985 and managed by the Department of Education, the school serves students from Class 1 to Class 8, providing a comprehensive primary and upper primary education.

The school’s infrastructure includes a government building with three classrooms in good condition, alongside additional rooms for non-teaching activities and a dedicated space for the head teacher. A pucca but broken boundary wall surrounds the school, ensuring a degree of security. Electricity is available, facilitating daily operations and learning. The school boasts a functional well providing drinking water for students and staff. Sanitation is addressed through the provision of one boys’ toilet and two girls’ toilets, ensuring basic hygiene facilities.

Despite lacking a playground and computer-aided learning facilities, the school’s library contains 260 books, providing students with essential learning resources. The school operates with a total of two teachers: one male and one female, ensuring a balanced approach to education. Hindi serves as the primary language of instruction, reflecting the local linguistic context. The school also provides mid-day meals, prepared on the school premises, contributing significantly to the nutritional well-being of the students.

The school’s co-educational environment fosters inclusivity and caters to the needs of both boys and girls in the community. It operates from April onwards, aligning with the academic calendar of the region. Accessibility is ensured by the school’s location on an all-weather road, ensuring consistent access for students regardless of weather conditions. While the school lacks ramps for disabled children, its commitment to providing basic education makes a positive impact on the local community.

The lack of computers and a computer-aided learning lab signifies an area for potential improvement. The absence of a pre-primary section might restrict access to early childhood education for younger children in the area. The school’s management could explore potential avenues for enhancing its technological capabilities and expanding its educational offerings.

Future development might focus on upgrading infrastructure, procuring computers and establishing a computer lab. Investing in a playground would provide much needed recreational space for the students. The improvement of the boundary wall would enhance safety and security. Exploring options for providing access for disabled students, such as the construction of ramps, would show a commitment to inclusivity.

The absence of contact information such as phone number or email address limits direct communication and may pose a challenge for parents and potential stakeholders seeking information about the school. Making such information publicly available would significantly enhance the school’s transparency and accessibility.

Despite the challenges, G.U.P.S.MALARIYA KALA serves as a vital educational hub in its rural setting. Its dedicated teachers strive to provide quality education, and ongoing improvements to its infrastructure and resources will only enhance its ability to serve the community. The school’s commitment to providing basic education, mid-day meals, and a safe learning environment underscores its importance to the development of the children in the area.

The school’s contributions to the local community extend beyond academics, fostering a sense of belonging and promoting social interaction among the students. Its presence ensures educational opportunities are available to children who might otherwise lack access to schooling, promoting social mobility and community development. The ongoing efforts of the school’s administrators and teachers highlight their dedication to providing quality education in a challenging environment.

In conclusion, G.U.P.S.MALARIYA KALA stands as a testament to the commitment to providing primary education in rural Rajasthan. Its operational efficiency and community engagement deserve recognition, while areas for improvement offer avenues for future growth and enhanced educational provision. The school’s continued success relies on sustained support, community engagement, and investment in improving infrastructure and resources.