GUPS 22SSW

GUPS 22SSW was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in HANUMANGARH block of HANUMANGARH 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 6 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 no playground. The school has a library and has 815 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.

GUPS 22SSW: A Comprehensive Profile of a Rural Primary School in Rajasthan

GUPS 22SSW, a government-run primary school in Rajasthan, India, stands as a testament to the nation’s commitment to rural education. Established in 1969, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation in learning for the community. The school’s management falls under the Department of Education, highlighting its importance within the state’s educational framework.

Located in a rural area within the Hanumangarh district, GUPS 22SSW provides vital educational services to a region often underserved. The school’s physical infrastructure includes a pucca (permanent) building, boasting six classrooms conducive to effective teaching and learning. Electricity ensures a consistent learning environment, and the presence of a library stocked with 815 books encourages a love of reading and independent study. While lacking a playground, the school provides essential facilities like separate boys’ and girls’ toilets, demonstrating a commitment to basic sanitation and gender inclusivity. Importantly, the school is equipped with ramps for disabled students, promoting accessibility and inclusiveness. Hindi serves as the primary language of instruction, reflecting the local linguistic landscape.

The teaching staff comprises a dedicated team of six educators, five male and one female, ensuring a balanced approach to instruction. The school follows the academic calendar, commencing its session in April. The provision of midday meals directly within the school premises underlines its commitment to student well-being and nutritional support. The school’s rural location underscores its role in bringing quality education to underserved communities.

The school’s structure and resources represent a significant contribution to the educational landscape of the region. The presence of a library, essential for fostering a love of reading, suggests a proactive approach to developing students’ cognitive skills. The school’s commitment to inclusivity is further demonstrated by the provision of ramps for disabled students. These features, along with the availability of separate toilets for boys and girls, highlight the importance placed on creating a safe and comfortable learning environment.

The school’s commitment to providing quality education extends beyond its physical infrastructure. The fact that the midday meal is provided and prepared on-site indicates a holistic approach to student care, ensuring not only academic growth but also nutritional well-being. The dedicated team of teachers, with a balance of male and female instructors, contributes to a diverse and supportive learning environment.

Despite the lack of computer-aided learning and a playground, GUPS 22SSW provides a solid foundation for its students’ educational journey. The school’s strong commitment to inclusivity, evidenced by the inclusion of ramps for disabled students and separate toilet facilities, is commendable. The school’s robust library with a considerable number of books actively promotes a culture of reading and independent learning.

GUPS 22SSW serves as an essential pillar of the community, providing a much-needed educational resource in a rural setting. The dedicated teachers, along with the functional infrastructure and support services, contribute to a positive learning atmosphere. While opportunities for improvement exist, the school’s current provisions form a strong base for future development.

The school’s history, dating back to 1969, speaks to its long-standing commitment to the community. Its continued operation, under the management of the Department of Education, demonstrates its vital role within the broader educational system. The school’s focus on providing a functional and inclusive learning environment, despite its resource limitations, is commendable.

In conclusion, GUPS 22SSW, while lacking some modern amenities, stands as a vital educational institution serving the rural community of Hanumangarh. Its dedication to providing a basic education, along with crucial support services, positions it as a key contributor to the overall development of its students and the region it serves. The school’s accessibility features, dedicated teachers, and existing resources highlight a commitment to providing a positive and inclusive learning experience for all. The school’s journey since its inception in 1969 speaks volumes about its enduring role in the educational fabric of the community.

Further investment in resources and infrastructure could enhance the educational opportunities available to students at GUPS 22SSW. The addition of computer-aided learning facilities and a playground would undoubtedly enrich the learning experience. Nonetheless, the school’s present functionality and commitment to inclusivity and basic educational needs remain commendable. Its dedication to providing quality education in a rural setting highlights its crucial role in the community’s development.