GOVT. GUPS, UPLI OODAN

GOVT. GUPS, UPLI OODAN was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in KHAMNOR block of RAJSAMAND 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 527 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Govt. GUPS, Upli Oodan: A Comprehensive Overview of a Rural Primary School in Rajasthan

Govt. GUPS, Upli Oodan, a government-run primary school in the rural Khamnor block of Rajsamand district, Rajasthan, offers a valuable educational service to the community. Established in 2001, this co-educational institution provides education from Class 1 to Class 8, playing a crucial role in the educational development of the region. Its location in a rural setting highlights its importance in bridging the educational gap in underserved areas.

The school’s infrastructure includes six well-maintained classrooms, housed within a sturdy pucca building. Electricity is readily available, ensuring conducive learning conditions, and the presence of a library stocked with 527 books supports a culture of learning beyond the classroom. The school boasts a computer-aided learning lab equipped with three functional computers, demonstrating a commitment to integrating technology into education. While a playground is absent, the availability of two girls’ toilets underscores the school’s commitment to providing basic amenities for its students.

The school’s staffing is composed of seven teachers—one male and six female—along with a head teacher, Kiran Bala Pliwal, who provides strong leadership. The instruction medium is Hindi, reflecting the local language preference. The Department of Education manages the institution, ensuring adherence to educational standards and guidelines. Midday meals are provided, although they are prepared off-site, highlighting the school’s efforts to support students’ nutritional needs.

The school’s commitment to inclusive education is evidenced by its lack of ramps for disabled children. However, its dedication to providing a quality education is clear through its resource allocation and facilities. The absence of a pre-primary section and the lack of a playground are areas for potential future development, to further enhance the educational experience for its students.

The school’s management is effectively overseen by the Department of Education, a factor that ensures that educational standards and guidelines are consistently met. The school’s success in providing primary education in a rural setting underscores the importance of government initiatives in improving access to education for all children, regardless of location.

Further enhancing accessibility, the school is easily accessible through all-weather roads. This ensures consistent attendance and facilitates the smooth functioning of educational activities, regardless of seasonal conditions. The school’s operational schedule mirrors the standard academic calendar, commencing its academic session in April, aligning with the broader educational system.

The fact that this school has been operational since 2001 demonstrates its enduring impact on the community. Its ongoing provision of quality primary education in a rural area underscores the vital role it plays in shaping the future generations of the region. The school’s success serves as a model for similar rural institutions, showcasing how effective resource management and dedicated teachers can provide a meaningful educational experience.

The school’s focus on providing a holistic education is noteworthy. While lacking a playground, the presence of a library and computer lab signals a commitment to equipping students with both essential academic skills and digital literacy. The school’s facilities, though modest, are well-maintained, ensuring a conducive learning environment.

This institution provides a crucial educational service, particularly to a rural community that might otherwise lack such readily available educational opportunities. Its commitment to providing a quality education, despite resource limitations, is commendable and points to a dedicated staff and effective management.

The Govt. GUPS, Upli Oodan represents a beacon of educational opportunity in its rural setting. Its consistent operation over more than two decades speaks volumes about its dedication to the community. With improvements in the areas of playgrounds and ramps, the school can further enhance its commitment to inclusive and comprehensive education.