GUPS SAUON KI DHANI,BHURTIYA

GUPS SAUON KI DHANI,BHURTIYA was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in BARMER 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 5 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 a playground. The school has a library and has 268 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 SAUON KI DHANI, BHURTIYA: A Comprehensive Overview of a Rural Primary School in Rajasthan

GUPS SAUON KI DHANI, BHURTIYA, a government-run primary school in Rajasthan, India, offers a valuable educational service to the rural community. Established in 1977, this co-educational institution provides primary and upper primary education (classes 1-8) under the Department of Education’s management. The school’s rural location underscores its crucial role in providing access to learning for children in a remote area.

The school infrastructure comprises a sturdy pucca building equipped with five classrooms, ensuring a conducive learning environment for its students. Electricity is readily available, facilitating the use of educational resources and supporting a modern learning experience. The presence of a library, stocked with 268 books, further enhances the learning resources available to students. A playground provides a much-needed space for physical activity and recreation. Importantly, ramps for disabled children ensure inclusivity and accessibility for all students.

The school operates using Hindi as the medium of instruction, catering to the linguistic needs of the local community. Four male teachers currently dedicate their time to educate the children, employing effective teaching strategies to deliver the curriculum. The provision of midday meals prepared on the school premises is a significant support system, alleviating potential barriers to education by ensuring students are nourished and ready to learn. The school building itself is not used for shift schooling, indicating a commitment to sufficient space for the current student population.

The school’s academic structure is comprehensive, covering a broad range of subjects, although information regarding specific curriculum details is not provided. The school’s board affiliation for classes 10 and 10+2 is listed as “Others,” indicating a potentially unique or less common board structure in place. The absence of a pre-primary section, however, points to a focus on primary and upper primary education.

The school’s commitment to providing a holistic educational experience is evident in its facilities and initiatives. Separate boys’ and girls’ toilets ensure proper sanitation and hygiene, crucial for the well-being of the students. The availability of a playground contributes to the physical and social development of the children. The lack of computers, however, suggests opportunities for technological enhancements. The school’s library represents a valuable resource to supplement classroom learning.

The accessibility of the school is another key feature; the school’s description notes its approachability via all-weather roads, ensuring consistent access for students regardless of weather conditions. The school’s academic year follows the standard April start date, aligning with the broader academic calendar of the region.

While the absence of specific details such as contact information (phone number and email address) limits direct interaction, the provided data presents a clear picture of GUPS SAUON KI DHANI, BHURTIYA’s vital role within the community. The school’s structure, resources, and location demonstrate a commitment to providing educational opportunities to children in a rural setting.

Further information on the school’s performance metrics, student enrollment numbers, and future plans would enrich the understanding of its operations and overall impact. This information could help track the progress of the school and inform potential support and development strategies. The absence of GPS coordinates (latitude and longitude) also limits the ability to easily locate the school on a map.

In conclusion, GUPS SAUON KI DHANI, BHURTIYA serves as a critical educational institution in its rural community. Its established infrastructure, resources, and dedicated teachers contribute to the educational growth of its students. Ongoing support and potential expansion could further enhance its capacity to serve the community’s educational needs. The school’s commitment to providing quality education in a challenging environment is noteworthy and deserves recognition.