GOVT. UPS BALIKA KPATAN

GOVT. UPS BALIKA KPATAN was established in 1959 and it is managed by the Department of Education. It is located in Urban area. It is located in K.PATAN block of BUNDI district of Rajasthan. The school consists of Grades from 1 to 8. The school is Girls 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 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 Partial boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 a playground. The school has a library and has 233 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Govt. UPS Balika Kpatan: A Comprehensive Overview of a Rajasthan Primary School

Govt. UPS Balika Kpatan, a girls’ primary school in Rajasthan, India, stands as a testament to the commitment to education within the community. Established in 1959, this government-run institution plays a vital role in shaping the future of young girls in the K.PATAN block of BUNDI district. Nestled in an urban setting, the school’s accessibility is further enhanced by its all-weather road approach. The academic year commences in April, following the standard Rajasthan school calendar.

The school’s infrastructure comprises a government-owned building, equipped with five well-maintained classrooms dedicated to instruction. These classrooms provide a suitable learning environment for the students. In addition to the classrooms, the school also has two rooms allocated for non-teaching activities. The school boasts a partial boundary wall, ensuring a degree of security. Notably, the school has a reliable electricity connection, ensuring a conducive learning atmosphere regardless of the time of day. A functional tap water system provides clean drinking water for all students.

Further enhancing the learning experience, the school features a playground that encourages physical activity and social interaction amongst the students. The school also houses a library, containing an impressive collection of 233 books which aids in enriching the students’ learning experience beyond the curriculum. The school’s commitment to inclusivity is evident in the ramps provided for disabled children.

The teaching staff comprises seven dedicated educators, including six female teachers and one male teacher, demonstrating a commitment to providing a balanced and supportive learning environment. The school follows a Hindi-medium instruction model. The curriculum covers classes from 1 to 8, encompassing the primary and upper primary levels, thereby providing a complete foundational education. The mid-day meal program is operational, ensuring students receive nutritious meals prepared on the school premises.

The school’s commitment to technology is evident in the presence of a computer-aided learning lab. Although computers are not presently available for individual student use, the lab signifies a progressive approach to teaching and learning. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and guidelines.

The school’s operational status is further detailed by the fact that it is not a residential school. It operates within the established framework of a non-Ashram type (Govt.) school, meaning it is not a boarding facility. There are no plans for relocation or shifting of the school to a new location.

The absence of a pre-primary section indicates the school’s current focus on primary and upper primary education. While there is a Head Teacher, the lack of explicit data regarding their details underscores the need for more transparency in school information. The pincode 323601 facilitates efficient communication and identification of the school’s location.

In conclusion, Govt. UPS Balika Kpatan presents a detailed case study of a functional primary school in Rajasthan. Its strengths lie in its well-defined infrastructure, dedicated teaching staff, and commitment to providing a complete educational experience for its students. Further enhancements in areas such as providing more computers and publishing contact information could further benefit the school. The school’s positive attributes make it an invaluable asset to the community.