GOVT.UPPER PRIMARY.SCH.,22 MD

GOVT.UPPER PRIMARY.SCH.,22 MD was established in 1990 and it is managed by the Department of Education. It is located in Rural area. It is located in GHARASANA 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 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 2 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 221 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 and Prepared in School Premises providing mid-day meal.

Govt. Upper Primary School, 22 MD: A Comprehensive Overview

This article provides a detailed profile of Govt. Upper Primary School, 22 MD, located in the rural GHARASANA block of GANGANAGAR district, Rajasthan. Established in 1990 under the Department of Education, this government school plays a vital role in the community’s educational landscape.

Infrastructure and Facilities: The school boasts a robust infrastructure, including a pucca building with eight well-maintained classrooms, ensuring a conducive learning environment for its students. Two boys’ toilets and two girls’ toilets cater to the students’ hygiene needs. The presence of a library stocked with 221 books and a playground indicates a commitment to holistic development, going beyond academics. Further enhancing the learning experience, the school is equipped with three computers and a computer-aided learning lab, demonstrating a forward-thinking approach to education. The school’s reliable electricity connection ensures uninterrupted learning, even during evening hours.

Academic Details: Catering to students from Class 1 to Class 8, this co-educational institution utilizes Hindi as its primary medium of instruction. It follows a curriculum designed to meet the standards of the “Others” board for both Class 10 and Class 10+2. The school operates on an academic calendar that commences in April, aligning with the regional norms. The school’s commitment to student well-being is further evidenced by its provision of mid-day meals prepared on-site.

Staffing and Management: The school’s academic staff comprises five male teachers, dedicated to imparting knowledge and shaping young minds. The school’s management, under the purview of the Department of Education, ensures adherence to established educational guidelines and policies.

Accessibility and Inclusivity: While the school lacks ramps for disabled children, the presence of a pucca boundary wall ensures a safe learning environment. The absence of drinking water facilities on the premises highlights an area requiring attention and potential improvement.

Technological Integration: The integration of computers and a computer-aided learning lab indicates the school’s proactive embrace of technology in education. This initiative allows for a more dynamic and engaging learning experience for the students.

Community Engagement: Located in a rural setting, the school serves as a vital hub for the community’s educational needs. Its presence ensures access to quality education for children in the surrounding area.

Areas for Potential Improvement: While the school excels in many aspects, addressing the lack of drinking water facilities and the absence of ramps for disabled students would significantly enhance inclusivity and overall well-being. Providing additional resources, like updated textbooks and advanced learning tools, could further elevate the learning experience for the students.

Conclusion: Govt. Upper Primary School, 22 MD, stands as a testament to the commitment to education in rural Rajasthan. Despite some areas requiring attention, the school’s dedication to providing a solid foundation for its students is evident through its robust infrastructure, qualified teachers, and a commitment to providing a holistic educational experience. Continued investment and support will undoubtedly enhance its capabilities and ensure its continued success in shaping the future generation.