GOVT UPPER PRIMARY SCH 22 NP

GOVT UPPER PRIMARY SCH 22 NP was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in RAISINGHNAGAR block of GANGANAGAR 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 But Broken 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 932 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 Upper Primary School 22 NP: A Detailed Overview

Govt Upper Primary School 22 NP, established in 1960, serves the rural community of Raisinghnagar block in Ganganagar district, Rajasthan. Managed by the Department of Education, this co-educational institution provides primary and upper primary education (classes 1-8) with Hindi as the medium of instruction. The school’s academic year begins in April, ensuring a consistent learning environment for its students.

The school’s infrastructure comprises a government-owned building with five well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, including a dedicated space for the head teacher. A pucca but broken boundary wall encloses the school premises. While the school lacks electricity and a playground, it boasts a functional library containing 932 books, a valuable resource for students’ learning. Access to clean drinking water is ensured through a tap water connection. Separate functional boys’ and girls’ toilets further enhance the school’s facilities.

The school’s teaching staff includes four male teachers and three female teachers, led by Head Teacher Shyoptram, totaling seven educators. The school provides mid-day meals, prepared and served on-site, addressing the nutritional needs of its students. The school’s management prioritizes a supportive and comprehensive learning experience, aiming to provide quality education to all enrolled students.

The school’s academic structure follows the Others board for classes 10th and 10+2, reflecting a diverse and adaptable curriculum. Importantly, the school confirms that it is not a residential school and does not operate as a shift school. Its location is easily accessible via an all-weather road, ensuring students can attend regardless of weather conditions.

The absence of computer-aided learning and computers themselves highlights areas where future development and resource allocation could significantly enhance the learning experience. Similarly, the lack of a playground presents an opportunity to improve the students’ physical activity and recreational opportunities. These factors present avenues for improvement and growth within the school’s future development plans.

Despite these limitations, the school’s commitment to education is evident in its dedicated teaching staff, functional facilities, and extensive library. The provision of mid-day meals further underscores the school’s dedication to supporting the holistic development of its students. The school serves as a vital educational hub for the community, providing crucial learning opportunities to children in the rural area.

The school’s dedication to providing a structured and supportive learning environment is apparent in its long-standing history and commitment to serving the educational needs of the community. The availability of a well-stocked library and adequate sanitation facilities contributes to a conducive learning environment.

The school’s management remains focused on providing a holistic education, encompassing academic learning and basic necessities. The school’s commitment to providing a positive learning environment is a testament to its dedication to educating the children in its care. The future development of the school could include addressing the lack of electricity and a playground to further enhance the learning experience.

The detailed information provided sheds light on the strengths and areas for improvement within the school. This information can be used to strategize for improved resource allocation and infrastructure development.

This detailed analysis provides a comprehensive view of Govt Upper Primary School 22 NP, highlighting both its achievements and areas needing further attention. Such information is invaluable for educational planners, stakeholders, and community members striving for the continued improvement of the school. This ensures that the school remains a strong pillar of education within its community.