GUPS,SAMROL

GUPS,SAMROL was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in KHANPUR 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 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 But Broken boundary wall. The school has 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 245 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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, SAMROL: A Comprehensive Profile of a Rural Primary School in Rajasthan

GUPS, SAMROL, a government-run primary school in the JHALAWAR district of Rajasthan, India, offers a glimpse into rural education in the state. Established in 1984 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school’s location in a rural setting underscores its vital role in bridging the educational gap within the community.

The school’s infrastructure comprises a government building with five classrooms in good condition, ensuring a conducive learning environment for its students. While it lacks a playground, the school boasts a library stocked with 245 books, fostering a love for reading and knowledge acquisition amongst its pupils. The presence of a computer-aided learning lab, equipped with two functional computers, further enhances the learning experience, integrating technology into the curriculum.

The teaching staff consists of five dedicated educators, including four male teachers and one female teacher, all contributing to the holistic development of the students. Hindi serves as the primary medium of instruction, allowing students to learn in their mother tongue, ensuring better understanding and engagement. The school also ensures the well-being of its students by providing mid-day meals, prepared and served within the school premises, addressing the nutritional needs of the children.

The availability of basic amenities such as electricity and hand pumps for drinking water ensures a functional and comfortable school environment. The school also has separate functional toilets for boys and girls, highlighting its commitment to hygiene and sanitation. Although the school building has a pucca (permanent) but broken boundary wall, the school administration is continuously striving to improve its infrastructure, creating a safe and secure environment for learning.

Despite the absence of ramps for disabled children, the school’s inclusive approach is evident in its commitment to providing quality education to all students. The lack of a pre-primary section, however, limits the school’s ability to cater to younger children. The school’s management is actively working towards expansion and improvement, aiming to provide a wider range of services to the community.

The school’s head teacher, KISHORILAL DAHERA, leads a dedicated team of educators committed to academic excellence. Their efforts are further supported by the provision of a separate room for the head teacher, facilitating efficient administrative functions and teacher support. The absence of contract teachers emphasizes the school’s reliance on permanent staff, ensuring consistency and continuity in the delivery of education.

The school’s accessibility is enhanced by its location along an all-weather road, facilitating easy access for students and staff. The academic year commences in April, aligning with the broader educational calendar of the region. The commitment of the school’s staff is reflected in their dedication to educating the children of the community, contributing to the overall development of the region.

This profile of GUPS, SAMROL highlights its strengths and areas for improvement. Its commitment to providing quality education in a rural setting, despite resource limitations, is commendable. Continued investment in infrastructure, resources and potential expansion will further enhance its role in empowering the community through education.

The school’s dedication to providing a holistic education, incorporating technology and addressing the basic needs of students, makes it a valuable institution within the JHALAWAR district. As it continues to serve its students, GUPS, SAMROL remains a beacon of hope and opportunity for the children of SAMROL village and surrounding areas.

The information provided in this article is based on the data available and aims to present a clear and accurate picture of GUPS, SAMROL. It should be noted that the school’s resources and facilities might evolve over time. For the most up-to-date details, it is recommended to contact the school directly.