GPS BARMER KA PAR

GPS BARMER KA PAR was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in GADRAROAD block of BARMER district of Rajasthan. The school consists of Grades from 1 to 5. 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 2 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 doesn’t 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 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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.

GPS BARMER KA PAR: A Rural Primary School in Rajasthan

GPS BARMER KA PAR, a primary school located in the rural GADRAROAD block of BARMER district, Rajasthan, serves as a vital educational institution for the community. Established in 2002 and managed by the local body, the school provides education to students from Class 1 to Class 5. Its co-educational setting fosters an inclusive learning environment.

The school’s infrastructure comprises a government-owned building featuring two classrooms, all in good condition. While lacking electricity and a library, the school boasts a pucca boundary wall, ensuring the safety and security of its students. Importantly, the school provides ramps for disabled children, promoting accessibility and inclusivity. The provision of mid-day meals, prepared on the school premises, supports students’ nutritional needs.

The school’s instructional medium is Hindi, catering to the local language proficiency. The teaching staff consists of a single male teacher, dedicated to providing quality education. The school’s operational structure is straightforward, focusing on primary education.

The absence of a pre-primary section and computer-aided learning facilities highlights areas where improvements could enhance the learning experience. Similarly, the lack of a playground limits opportunities for physical activity and recreational learning.

The school’s location in a rural setting underscores its significance in providing accessible education to children in a less developed area. The management, however, should prioritize the provision of electricity and a library to enrich the learning environment.

The school’s accessibility via an all-weather road ensures students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

Further development and investment could substantially benefit the school and its students. These could include the addition of computers, establishment of a library, and the inclusion of additional teaching staff.

The school’s reliance on a single male teacher highlights the need for increased staffing to provide a more comprehensive and supportive learning environment for its students.

Improvements in infrastructure, particularly the introduction of electricity and a library, would significantly upgrade the educational resources available.

The continued support and development of GPS BARMER KA PAR are essential to ensure its continued success in providing quality primary education to the children of the GADRAROAD community in Rajasthan. Investing in this rural school reflects a commitment to education and the overall well-being of the community.