GUPS,KALMANDI KHURD

GUPS,KALMANDI KHURD was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in JHALARAPATAN block of JHALAWAR 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 120 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

GUPS, KALMANDI KHURD: A Comprehensive Profile of a Rural Primary School

GUPS, KALMANDI KHURD, a government-run primary school in the JHALARAPATAN block of JHALAWAR district, Rajasthan, stands as a testament to rural education in India. Established in 1978 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, offering a crucial foundation in learning.

The school’s infrastructure includes a sturdy pucca building, housing six well-maintained classrooms dedicated to instruction. While lacking an electrical connection, the school ensures access to clean drinking water through functional hand pumps. Sanitary facilities are provided with one boys’ toilet and one girls’ toilet, supporting the well-being of the students. A valuable resource for learning, the school library boasts a collection of 120 books, fostering a love for reading. The school also features a computer-aided learning lab equipped with three functional computers.

The school’s academic focus is delivered through the Hindi medium of instruction. The dedicated teaching staff comprises ten teachers, including six male teachers and four female teachers. A head teacher, DANSINGH, leads the school’s academic and administrative activities. The school also provides mid-day meals, ensuring that students receive proper nourishment alongside their education. The school’s commitment to accessibility is evident in the provision of ramps for disabled children, showcasing inclusivity in its approach.

Although the school doesn’t have a playground, its rural location allows students to explore the natural environment around it. The school’s building is not used as a shift school and it operates with no need for contract teachers. Importantly, the school confirms that it has been shifted to a new location, implying improved facilities or better accessibility.

The absence of a pre-primary section and the lack of electricity are areas where the school could benefit from future development. However, the existing facilities and the dedication of the teachers create a strong foundation for learning.

The school’s commitment to providing a quality education, despite limited resources, is commendable. Its location in a rural area underscores the importance of such institutions in bridging educational gaps and empowering the next generation.

The availability of a library, computer lab and ramps for disabled students demonstrates a commitment to providing a holistic learning experience. The provision of mid-day meals speaks to the school’s concern for the students’ well-being beyond academic success. The dedication of the staff, evident in the teacher-student ratio, further highlights the school’s dedication.

The school’s journey, from its establishment in 1978 to its current state, reflects the evolution of rural education in Rajasthan. The school’s continuous operation for over four decades indicates its sustained relevance and value to the community.

In conclusion, GUPS, KALMANDI KHURD effectively serves its community by providing a foundational education, despite certain infrastructural limitations. The school’s positive aspects, such as its dedicated staff, well-maintained classrooms, and inclusionary features, outweigh its challenges. Future improvements in areas like electricity and playground facilities could further enhance the school’s learning environment.

This profile of GUPS, KALMANDI KHURD offers valuable insights into the realities of rural education and highlights the importance of continued support for schools that serve as vital pillars of community development.