GOVT. UPS_PHLEDI MESURIYA

GOVT. UPS_PHLEDI MESURIYA was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in SAM block of JAISALMER 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 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 But Broken 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 193 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. UPS Phledi Mesuriya: A Rural Primary School in Rajasthan

Govt. UPS Phledi Mesuriya, a government-run primary school in the rural heartland of Rajasthan, stands as a testament to the ongoing efforts to provide education in underserved areas. Established in 1982 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journeys.

The school’s infrastructure, while functional, reflects the challenges faced in maintaining facilities in a rural setting. The building, though categorized as “Pucca But Broken,” houses four classrooms, each designed to facilitate learning. The presence of a library, stocked with 193 books, underscores the school’s commitment to fostering a love of reading amongst its students. While lacking a playground, the school offers essential amenities like separate boys’ and girls’ toilets, and importantly, ramps for disabled access, highlighting its dedication to inclusivity. The absence of electricity and a reliable drinking water source, however, pose significant challenges.

The teaching staff comprises three male teachers dedicated to imparting knowledge, using Hindi as the primary medium of instruction. The school operates on a standard academic calendar, beginning its sessions in April. Meals are provided and prepared on-site, ensuring students receive the nourishment needed for their studies. The school’s rural location, while presenting logistical challenges, also underscores its critical role in bringing education to a community that may otherwise lack access.

The school’s management, overseen by the Department of Education, plays a vital role in ensuring the school functions effectively, providing necessary resources and guidance to the teaching staff. The absence of computer-aided learning facilities and computers reflects a widespread challenge many rural schools face, highlighting the need for greater investment in technology to enhance educational opportunities.

The school’s academic focus on primary and upper primary education (Classes 1-8) provides a solid educational base for students, equipping them with the foundational skills needed for future academic pursuits. The lack of a pre-primary section, however, limits the school’s capacity to support younger children in their early learning stages.

The school’s status as a Non-Ashram type (Govt.) institution signifies its role as a central provider of education within its community. The absence of a head teacher, as indicated in the data, may present some challenges but also signifies the need for additional support and resources for educational leadership.

Despite some infrastructural limitations, the school’s existence and continued operation underscore the dedication of teachers and the commitment to providing a basic education to students in a rural environment.

The school’s location in the SAM block of the JAISALMER district of Rajasthan underscores its position within a larger network of educational institutions striving to offer opportunities to all. The school’s pincode, 345001, can be used for location identification and postal services.

The lack of readily available contact information, such as a phone number or email address, may pose a challenge for those seeking to reach the school directly. However, its central location within the community and its established operational structure ensure that it remains a valuable resource for the local population.

Future improvements could focus on providing reliable electricity and drinking water, enhancing the school’s digital infrastructure through the addition of computer-aided learning facilities, and developing outdoor recreational spaces. Addressing these issues could significantly elevate the quality of education and the overall experience of both students and staff.