GPS UGROMANIYO KI DHANI,,SHAHAR

GPS UGROMANIYO KI DHANI,,SHAHAR was established in 1996 and it is managed by the Local body. It is located in Rural area. It is located in GIDA 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 a 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 UGROMANIYO KI DHANI, SHAHAR: A Rural Primary School in Rajasthan

GPS UGROMANIYO KI DHANI, SHAHAR is a government-run primary school located in the rural area of GIDA block, BARMER district, Rajasthan. Established in 1996, this co-educational school caters to students from Class 1 to Class 5, offering a crucial educational foundation to the community. The school is managed by the local body, reflecting a strong community involvement in its operation.

The school’s infrastructure comprises three classrooms in good condition, housed within a government building. While the building possesses a pucca but broken boundary wall, the lack of electricity presents a significant challenge to its operation. The absence of a computer-aided learning lab and computers highlights the need for improved technological resources. The school’s playground provides a vital space for physical activity and recreation.

Despite these limitations, the school provides a vital service, offering a midday meal prepared on-site. The school’s commitment to education is further highlighted by the presence of one male teacher dedicated to imparting knowledge and fostering learning among the students. The instruction medium is Hindi, ensuring accessibility and relevance to the local community. The school’s commitment to accessibility extends to providing ramps for disabled students. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet. The school’s lack of a library and drinking water facilities necessitates future improvements to ensure optimal learning conditions for its students.

The school’s management actively addresses the needs of its students, ensuring a safe and functional environment within its current resources. The school’s commitment to accessibility is further demonstrated by ramps for disabled children. The availability of a playground provides a vital space for physical activity and recreation, supporting the holistic development of students.

The school’s rural location highlights the importance of providing educational opportunities in underserved areas. The school’s ongoing operation underscores the community’s dedication to providing education for its children. The provision of a midday meal demonstrates the school’s commitment to supporting the well-being of its students. The absence of pre-primary sections suggests potential avenues for future expansion and improvement.

The school’s reliance on a single male teacher underscores the need for increased teaching staff. The lack of electricity and a library represent considerable challenges that require immediate attention to elevate the quality of education. The broken boundary wall warrants repairs for safety and security purposes.

The school’s reliance on a single male teacher necessitates further support in teaching staff. Securing electricity access is paramount to improving learning conditions. Developing a library would greatly enhance learning resources and promote a love for reading. Improving the boundary wall is crucial for safety and security.

Improving the existing infrastructure, including the boundary wall and the addition of electricity, would significantly improve the school’s functionality and enhance the learning experience. The establishment of a library and the acquisition of learning materials are crucial next steps to elevate the quality of education. Acquiring additional teaching staff is also a high priority.

GPS UGROMANIYO KI DHANI, SHAHAR represents a vital educational institution within its community. Despite challenges in infrastructure and resources, its dedication to education shines through. Future improvements focusing on infrastructure, resources, and staffing would significantly enhance the school’s ability to serve its students and community.

The school’s success is deeply intertwined with the collaborative efforts of the community, local authorities, and educational stakeholders. Continued support is critical to ensure the school’s long-term viability and its ability to provide quality education to the children of the area. The school serves as a testament to the importance of community engagement in promoting educational access in underserved areas.