GPS TARISARA

GPS TARISARA was established in 1985 and it is managed by the Local body. It is located in Rural area. It is located in SEDWA 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 3 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 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 TARISARA: A Rural Primary School in Rajasthan

GPS TARISARA is a primary school located in the rural area of SEDWA block, BARMER district, Rajasthan. Established in 1985, this co-educational institution is managed by the local body and offers classes from 1st to 5th standard. The school’s instruction medium is Hindi, reflecting the local linguistic landscape. The school operates within a government building, comprising three classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the teacher.

Infrastructure and Resources

The school’s infrastructure includes a pucca but broken boundary wall, highlighting a need for maintenance and repair. Currently, the school lacks electricity and a playground, potentially impacting both learning activities and recreational opportunities for students. The absence of a library and computer-aided learning facilities further underscores the need for enhanced resources.

Sanitation and Water Facilities

Sanitation facilities consist of one functional boys’ toilet and one functional girls’ toilet. However, the lack of a reliable drinking water source presents a significant challenge, necessitating immediate attention to ensure students’ well-being. The school’s lack of ramps also presents accessibility barriers for students with disabilities.

Teaching Staff and Meal Provision

The school employs one male teacher, highlighting a potential need for additional teaching staff to effectively manage the student population. Notably, the school provides and prepares mid-day meals on its premises, ensuring that students receive a crucial nutritional component to support their learning.

Academic Focus and Curriculum

The school’s curriculum focuses on primary education (classes 1-5), and it doesn’t offer a pre-primary section. The school uses the “Others” board for class 10th and 10+2, suggesting that the school may follow a unique curriculum or board.

Accessibility and Contact Information

While the description mentions all-weather road accessibility, the school’s contact details, including phone number and email address, are unavailable, limiting direct communication and potential collaborations. The school’s geographical coordinates (latitude and longitude) are also absent. The absence of this information makes it harder to find the school’s location.

Community Engagement and Future Development

The GPS TARISARA school plays a vital role in providing primary education to the rural community it serves. However, addressing the school’s infrastructure deficits, expanding its resources, and improving access to information through improved contact details will contribute significantly to enhancing the quality of education and the overall learning environment for its students.

Conclusion: A Call for Support

GPS TARISARA showcases both the dedication of its teaching staff and the challenges faced by many rural schools in India. Investments in infrastructure, resources, and teacher recruitment will create a more supportive and enriching educational environment, maximizing the potential of the students and contributing to the overall development of the community. The absence of a head teacher also needs attention.

Addressing the identified shortcomings will empower this school to achieve its full potential and contribute effectively to the academic advancement and overall well-being of its students. Community engagement and support will be crucial in bridging the gap and enhancing the school’s resources.