GOVT.U.P.S., MIRAJAWAS

GOVT.U.P.S., MIRAJAWAS was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in LAXMANGARH block of SIKAR 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 8 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 544 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. U.P.S., Mirajawas: A Comprehensive Profile of a Rural Primary School

Govt. U.P.S., Mirajawas, a government-run primary school in the rural area of Rajasthan, India, offers a valuable educational service to the community. Established in 1952 and managed by the Department of Education, the school stands as a testament to the commitment to education in the region. Its location within the Laxmangarh block of Sikar district provides education accessibility to students in the surrounding villages.

The school’s infrastructure is designed to support a conducive learning environment. Housing eight classrooms in a pucca (permanent) building, the school ensures that students have adequate space for learning. The presence of a library with 544 books and a playground enhances the overall learning experience, providing students with opportunities for both academic pursuits and recreational activities. The school also boasts electricity, ensuring the availability of lighting and potentially other educational tools. Crucially, ramps for disabled children ensure inclusivity and accessibility for all students.

Academically, the school caters to students from classes 1 to 8, offering a primary and upper primary education. The medium of instruction is Hindi, reflecting the local language. The school operates as a co-educational institution, welcoming both boys and girls. The faculty consists of five teachers, comprising three male and two female educators. The school provides mid-day meals, prepared and served on the premises, addressing the nutritional needs of the students.

The school’s commitment to providing a safe and healthy environment is reflected in its facilities. One boys’ toilet and one girls’ toilet are available, and the school possesses a pucca boundary wall for security. The absence of a pre-primary section means the school focuses exclusively on primary and upper primary education, streamlining its operations and educational focus.

The school’s operational aspects are clearly defined. The academic session commences in April, aligning with the general school calendar in the region. The school’s rural setting necessitates an all-weather road for accessibility. The absence of computer-aided learning does not detract from the essential educational services the school provides. The school’s non-residential nature simplifies the operational aspects. The school doesn’t operate as a shift school and has no residential facility for students.

The school’s information is easily accessible and transparent, reflecting a proactive approach to information dissemination and stakeholder engagement. The school’s simple, yet effective, design highlights its efficiency and functionality within the context of its surroundings.

The dedicated team of teachers plays a vital role in shaping the future of students. Their efforts contribute to the educational growth and overall development of children within the community. The school management’s dedication to providing a quality education in a resource-constrained environment is commendable.

The Govt. U.P.S., Mirajawas provides a basic yet crucial foundation for education in a rural setting. Its commitment to providing a safe and inclusive learning environment, coupled with its accessible location, makes it an important asset to the community it serves. The continuous efforts of the administration, teachers and community contribute significantly to the growth of the school and its students.

The school’s simple infrastructure and clear focus on primary education ensures maximum efficiency and effectiveness in providing vital education to the children of Mirajawas. The commitment to the provision of mid-day meals underscores the school’s holistic approach to student well-being.

In conclusion, Govt. U.P.S., Mirajawas serves as a vital educational institution within its community, successfully fulfilling its mandate of providing quality education in a rural setting. The school’s ongoing efforts to adapt and meet the needs of its students ensure its continued success in empowering the next generation.