GMS MANSOORPUR

GMS MANSOORPUR was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in RADAUR block of YAMUNANAGAR district of HARYANA. The school consists of Grades from 6 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 4 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 Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 74 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.

GMS Mansoorpur: A Rural Upper Primary School in Haryana, India

GMS Mansoorpur, a government-run upper primary school, stands as a pillar of education in the rural landscape of Haryana, India. Established in 1962, this co-educational institution serves students from classes 6 to 8, playing a vital role in the community’s educational development. Under the Department of Education’s management, the school provides a crucial learning environment for the region’s children.

The school’s infrastructure includes a sturdy pucca building, equipped with four classrooms in good condition. While the school boasts a library stocked with 74 books and a functional playground, the electricity supply remains intermittent, highlighting a key area for improvement. However, access to clean drinking water is ensured through a reliable tap water system, a critical aspect of student well-being.

Sanitation facilities are available, including one boys’ toilet and three girls’ toilets, ensuring a hygienic environment for both genders. The school’s accessibility is further enhanced by ramps for disabled students, demonstrating a commitment to inclusivity. Notably, the school provides mid-day meals, prepared and served within the school premises, addressing the nutritional needs of its students.

The school’s teaching staff consists of three male teachers, providing a dedicated educational team. The head teacher, Vijay Kumar, guides the school’s academic direction and the overall school operations. The medium of instruction is Hindi, aligning with the local language and cultural context. The school’s rural location and its proximity to an all-weather road, underscores the school’s dedication to remaining accessible to its student population regardless of weather conditions.

Though the school lacks computer-aided learning facilities and computers, the presence of a functional library and playground indicates efforts towards a holistic educational experience. The school’s lack of a pre-primary section suggests a focus specifically on upper primary education within the community. The absence of female teachers represents a potential area for future development and expansion of the school’s faculty.

GMS Mansoorpur, despite its challenges, stands as a testament to the commitment towards providing education in rural areas. Its dedicated teachers, existing infrastructure, and the provision of meals highlight a dedication to providing opportunities for students in the region. The school’s enduring presence since 1962 speaks to its importance within the community.

Further development and improvements in infrastructure and resources could potentially enhance the school’s educational offerings. The addition of computer-aided learning facilities and female teachers would significantly bolster the school’s educational capacity. Nevertheless, GMS Mansoorpur’s current functionality and dedication to its students are commendable.

The school’s location within the Radaur block of Yamunanagar district, Haryana, places it within a specific geographical context. Understanding this location and the surrounding community’s needs is essential to the school’s ability to effectively serve its purpose. This data provides valuable insight into the school’s operations and its place within the wider educational system of Haryana.

The information provided illustrates the challenges and successes of a rural school in India. The details regarding infrastructure, teaching staff, and resources offer a comprehensive overview of GMS Mansoorpur’s current status. Continued support and development could further enhance its capacity to serve the educational needs of the local community.

This detailed profile highlights the strengths and areas for potential growth of GMS Mansoorpur, allowing stakeholders to understand the school’s current state and future needs. By addressing identified gaps in resources and staffing, the school can continue its valuable role in providing education to the rural community it serves.