GUPS CHARNO KI DHANI

GUPS CHARNO KI DHANI was established in 1987 and it is managed by the Department of Education. 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 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 10 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 248 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 Charno Ki Dhani: A Comprehensive Profile of a Rural Rajasthan Primary School

GUPS Charno Ki Dhani, a government-run primary school in the Barmer district of Rajasthan, India, stands as a vital educational institution serving the rural community. Established in 1987 under the Department of Education, the school provides a crucial educational foundation for children in the area.

The school’s infrastructure includes a pucca (permanent) building equipped with ten classrooms, ensuring adequate space for learning. The facility also boasts a functional library, housing an impressive collection of 248 books, promoting a love for reading amongst students. Electricity ensures a conducive learning environment, while the presence of separate boys’ and girls’ toilets underscores the school’s commitment to hygiene and safety. The school’s co-educational structure promotes inclusivity, with a staff comprised of five male teachers and one female teacher, overseen by a head teacher, Jeewandan Barhath. The total teaching staff numbers six. The medium of instruction is Hindi.

The school’s academic program caters to students from Class 1 to Class 8, offering a comprehensive primary and upper primary education. The curriculum follows the standards set by the “Others” board for both Class 10 and Class 10+2 examinations. The school is not a residential school and does not offer a pre-primary section. Meals are prepared and provided on-site, addressing the nutritional needs of students.

The school’s rural location necessitates accessibility considerations. Fortunately, it is situated in a region accessible by all-weather roads, ensuring consistent attendance even during inclement weather. The school’s academic year commences in April, aligning with the regional academic calendar.

The school’s management prioritizes the well-being of its students. While a playground is currently absent, the school’s existing resources and dedicated teaching staff actively work towards providing a quality education. The school’s commitment to learning is further highlighted by the absence of contract teachers.

The provision of a library, though lacking computer-aided learning facilities, highlights an emphasis on traditional literacy development and resource utilization. The existing infrastructure, including the pucca walls and functional toilets, signifies efforts to maintain a safe and suitable learning environment. The absence of ramps, however, suggests potential accessibility challenges for students with disabilities.

Furthermore, while the school lacks computer facilities and computer-aided learning, it compensates by prioritizing its core function: providing quality primary and upper primary education in a supportive and well-maintained environment. The school plays a significant role in community development by contributing to the educational advancement of its students.

The school’s dedication to providing education is clearly demonstrated by its facilities, staff, and commitment to maintaining a conducive learning environment. While improvements could be made to enhance its facilities and resources, GUPS Charno Ki Dhani stands as a valuable asset to its community.

In conclusion, GUPS Charno Ki Dhani is a testament to the ongoing efforts to provide primary education in rural Rajasthan. While challenges remain, the school’s dedication to its students and its commitment to providing a quality education are undeniably commendable. Future improvements could focus on incorporating technology into the curriculum, developing a playground, and improving accessibility for disabled students.