GUPS MAN SINGH KI BERI

GUPS MAN SINGH KI BERI was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in DHORIMANA 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 4 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 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.

GUPS Man Singh Ki Beri: A Rural Primary School in Rajasthan

GUPS Man Singh Ki Beri, a government-run primary school in Rajasthan, India, offers a glimpse into the educational landscape of rural India. Established in 1991 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, catering to the educational needs of the local community. The school’s location in the Dhorimana block of Barmer district places it squarely within a rural setting, highlighting its role in providing essential education to children in a remote area.

The school’s infrastructure comprises a government building with four classrooms, all in good condition. While lacking a playground and library, the school does boast electricity and separate functional toilets for boys and girls. The absence of a library and playground underscores the need for further infrastructural development to enhance the learning environment. The lack of drinking water facilities also presents a significant challenge to the school’s overall functionality and student well-being, highlighting the need for urgent improvement in this area. The school building is characterized by a pucca but broken wall, indicating a need for maintenance and repair work.

The teaching staff consists of two male teachers, using Hindi as the primary language of instruction. The school follows the Others board for classes 10th and 10+2, suggesting a possible emphasis on regional curricula. The school’s management structure falls under the Department of Education, reflecting the government’s commitment to providing free and compulsory education. The absence of pre-primary sections suggests that the school primarily focuses on elementary and upper primary education. The school provides mid-day meals, prepared on the premises, demonstrating a commitment to addressing the nutritional needs of its students.

The school’s operational details are noteworthy. The school operates throughout the year, with the academic session beginning in April. Its rural location makes accessibility a key factor, and while the description mentions an all-weather road, the lack of specific details about transportation options may present a challenge for some students.

A key aspect of the school’s profile is the absence of certain facilities crucial for a comprehensive learning experience. The lack of computers, a computer-aided learning lab, and ramps for disabled children indicates areas requiring immediate attention. These infrastructural gaps highlight the disparity in educational resources between urban and rural settings, and emphasize the need for increased investment in educational infrastructure in rural areas.

The school’s profile highlights both its strengths and its challenges. While it provides essential education to children in a remote location and offers a mid-day meal program, the lack of crucial facilities underscores the need for substantial improvements. Addressing these infrastructural deficiencies is crucial for enhancing the quality of education provided and creating a more conducive learning environment for the students.

GUPS Man Singh Ki Beri’s operational data provides valuable insight into the status of primary education in rural Rajasthan. Further investment in infrastructure, particularly in providing essential facilities like drinking water, a library, a playground, and computer labs, is crucial to ensuring a more holistic and enriching learning experience for the students.

The absence of female teachers and head teachers also presents a concern. Addressing gender balance in the teaching staff is crucial for creating a more inclusive and representative learning environment. Further details on teacher qualifications and training are needed to fully assess the school’s educational capacity.

In conclusion, GUPS Man Singh Ki Beri represents a typical rural school in Rajasthan, demonstrating both the progress made in providing basic education and the ongoing challenges faced in ensuring quality and equitable access. The school’s profile serves as a valuable data point in understanding the intricacies of the Indian education system and the need for sustained investment in rural education.