GGUPS ARTIYA KALLAN

GGUPS ARTIYA KALLAN was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in BHOPALGARH block of JODHPUR 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 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 doesn’t 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 a playground. The school has a library and has 342 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.

GGUPS ARTIYA KALLAN: A Rural Primary School in Rajasthan

GGUPS ARTIYA KALLAN is a government-run primary school located in the rural area of BHOPALGARH block, JODHPUR district, Rajasthan. Established in 2005, this co-educational institution falls under the Department of Education and caters to students from Class 1 to Class 8. The school offers a Hindi-medium instruction.

The school’s infrastructure includes a government building with five well-maintained classrooms, providing ample space for teaching. While electricity is available, it is currently non-functional. The school boasts a pucca boundary wall, ensuring safety and security for students. A functional library houses an impressive collection of 342 books, enriching the learning environment. A playground is also available for recreational activities. Importantly, ramps are in place to ensure accessibility for disabled children.

The teaching staff comprises three teachers: two male and one female. The school follows a standard academic calendar, beginning its session in April. The school prepares and provides mid-day meals on its premises. The school does not offer a pre-primary section.

Despite the presence of a library and playground, the school lacks computer-aided learning facilities and computers for educational purposes. Access to drinking water is currently unavailable. The school is easily accessible via an all-weather road.

This government school stands as a testament to providing basic education in a rural setting. While lacking some modern amenities, its fundamental services – classrooms, library, and playground – are functioning effectively, creating a learning environment for the students. The focus on Hindi instruction caters to the local language, fostering easier understanding and knowledge acquisition.

The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and inclusive environment. The pucca boundary wall enhances the security of the premises, while ramps for disabled children are a positive step towards inclusivity.

Future development could focus on addressing the current lack of drinking water facilities and the non-functional electrical connection. Integrating computer-aided learning would also significantly enhance the quality of education and prepare students for the digital age.

The school’s strengths lie in its dedicated teaching staff, a well-maintained infrastructure, and the provision of mid-day meals. These elements contribute significantly to the overall success of the institution.

Despite its limitations, GGUPS ARTIYA KALLAN serves a vital role in providing primary education in a rural area. With continuous improvement and the addition of essential resources, the school has the potential to become an even more effective centre of learning.

The school’s commitment to inclusive education is evident through the provision of ramps and separate toilets for both genders. The management’s efforts towards maintaining a functional learning environment, despite infrastructural challenges, are commendable. The provision of mid-day meals further assures the well-being of its students. The school’s existence serves as a beacon of hope for better education in rural Rajasthan.