GOVT PS SHOESINGHPURA URF GURJARO KA BAS

GOVT PS SHOESINGHPURA URF GURJARO KA BAS was established in 1995 and it is managed by the Local body. It is located in Rural area. It is located in SAMBHAR LAKE block of JAIPUR district of Rajasthan. The school consists of Grades from 1 to 5. 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 2 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 no playground. The school has a library and has 200 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.

Govt PS Shoesinghpura Urf Gurjaro Ka Bas: A Comprehensive Overview

Govt PS Shoesinghpura Urf Gurjaro Ka Bas, a primary school located in the rural area of Sambhar Lake block, Jaipur district, Rajasthan, stands as a testament to educational commitment in a less-developed region. Established in 1995, this government-run co-educational institution offers primary education (classes 1 to 5) to the children of the community.

The school’s infrastructure comprises a government building with two well-maintained classrooms dedicated to instruction. While it lacks computer-aided learning facilities and electricity, the school boasts a library stocked with 200 books, offering valuable learning resources beyond the classroom. The presence of ramps ensures accessibility for disabled children, reflecting a commitment to inclusivity. Sanitary facilities are provided by one functional boys’ toilet and one functional girls’ toilet. Importantly, the school provides and prepares meals on its premises, ensuring students receive nourishment alongside their education.

The school’s management is overseen by the local body, emphasizing community involvement in the educational process. The medium of instruction is Hindi, catering to the local linguistic needs. A single male teacher dedicates their efforts to educate the students, highlighting the crucial role they play in shaping young minds. The absence of a pre-primary section currently limits the educational access for the youngest members of the community.

The school’s physical attributes include a pucca boundary wall, providing security and defining the school’s boundaries. However, the lack of a playground limits recreational opportunities for the children. The absence of drinking water facilities poses a significant challenge, and requires urgent attention to ensure the well-being of the students.

The school’s operational details reveal that it is a non-residential institution, meaning the students return to their homes after school hours. It is not a shift school, meaning it utilizes its building space efficiently for the daily curriculum. The school’s academic year commences in April, adhering to the standard academic calendar.

Though lacking certain modern amenities like computers and electricity, the school fulfills its primary function of offering basic education to the community. The presence of a library, functional toilets, and ramps for the disabled demonstrate a dedication to providing a supportive and inclusive learning environment.

The school’s management and local authorities would undoubtedly benefit from addressing the absence of drinking water facilities and the lack of a playground to enhance the overall learning experience. Investment in these areas would further contribute to the well-being and holistic development of the students.

This government primary school, despite its limitations, plays a vital role in providing access to education in a rural setting. Its dedication to providing basic education to local children underlines the need for continuous support and improvement to ensure continued success.

The information presented showcases the current state of Govt PS Shoesinghpura Urf Gurjaro Ka Bas. Further development and investment would significantly elevate the learning environment and equip students with the resources needed to succeed.

Community involvement and support are essential for the continuous growth and improvement of this rural primary school. It serves as a beacon of hope and access to quality education in a region where opportunities are often limited.