G.UPS. MAUDI KHEDA

G.UPS. MAUDI KHEDA was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in DHARIYAWAD block of PRATAPGARH (RAJ.) 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 6 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 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 309 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.UPS. Maudi Kheda: A Comprehensive Profile of a Rural Primary School in Rajasthan

G.UPS. Maudi Kheda, a government-run primary school in Rajasthan, India, stands as a testament to the dedication to education in rural communities. Established in 1993, this co-educational institution serves students from Class 1 to Class 8, providing a foundational education within the Dhariawad block of Pratapgarh district. The school’s rural setting underscores its vital role in bridging the educational gap and empowering the next generation.

The school building, though classified as “Pucca But Broken,” houses six classrooms, all in good condition, ensuring a conducive learning environment. While lacking electricity and a playground, the school boasts a functional library containing 309 books, providing students with valuable access to reading materials. The availability of hand pumps ensures a reliable source of drinking water, a crucial aspect of maintaining student health and well-being.

The school’s commitment to inclusivity is demonstrated by the presence of ramps for disabled children, ensuring equitable access to education for all. The school’s infrastructure includes one functional boys’ toilet and one functional girls’ toilet, emphasizing hygiene and sanitation. The absence of computer-aided learning facilities highlights the need for further technological advancements to enrich the learning experience.

Managed by the Department of Education, G.UPS. Maudi Kheda is staffed by three male teachers, delivering instruction primarily in Hindi. The school provides mid-day meals, prepared on the premises, ensuring that students receive adequate nutrition. The school’s operational model is a Non-Ashram type (Govt.) structure, meaning it doesn’t operate as a residential school.

The school’s location in a rural area is indicative of the challenges faced in providing education in underserved communities. Transportation is facilitated by all-weather roads, ensuring accessibility. Despite resource limitations, the school’s dedication to providing a quality education is commendable, particularly the emphasis on creating a supportive and inclusive learning environment.

The school’s academic structure focuses on primary and upper primary education, encompassing eight years of learning. The absence of pre-primary sections necessitates a focus on bridging any potential learning gaps for incoming students. The school’s consistent operation since 1993 underscores its long-standing commitment to the community.

G.UPS. Maudi Kheda’s reliance on hand pumps for water highlights the need for improved infrastructure, particularly access to reliable electricity. The lack of computers and a computer lab indicates an opportunity to leverage technology to enhance the learning experience and prepare students for the modern world. Further investment in technology and infrastructure would greatly benefit the students and teachers alike.

The school’s library, containing a respectable 309 books, reflects a dedication to fostering a love of reading and learning beyond the curriculum. The presence of a library, despite other limitations, is a significant asset in promoting intellectual curiosity and providing students with additional learning resources.

The school’s commitment to providing a safe and hygienic learning environment, as evidenced by the availability of functional toilets, is commendable. Maintaining these facilities and ensuring their continued functionality is critical in supporting the well-being of the students.

In conclusion, G.UPS. Maudi Kheda serves as a valuable educational institution within its community. While facing challenges related to infrastructure and resources, its dedication to providing quality education in a rural setting demonstrates the resilience and commitment of its staff and the importance of supporting such vital community assets. The school’s ongoing success depends on addressing infrastructure needs and continued community engagement.