MAA TRIPURA SUNDARI VIDHYA MANDIR PS ROOP JI KA KHEDA

MAA TRIPURA SUNDARI VIDHYA MANDIR PS ROOP JI KA KHEDA was established in 2012 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GHATOL block of BANSWARA district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Private building. It has got 3 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 5 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 Not Applicable providing mid-day meal.

MAA Tripura Sundari Vidya Mandir PS Roop Ji Ka Kheda: A Comprehensive Overview

MAA Tripura Sundari Vidya Mandir, a private co-educational school located in the rural area of Ghatol block, Banswara district, Rajasthan, offers primary and upper primary education from classes 1 to 8. Established in 2012, this institution operates under private unaided management and utilizes a Hindi medium of instruction.

The school’s infrastructure comprises three classrooms in good condition, along with two additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school provides five functional boys’ toilets and one functional girls’ toilet.

The school’s academic program includes a pre-primary section, staffed by two teachers in addition to the five teachers for the primary and upper primary grades. The head teacher, Mohan Lal, leads a team of five teachers, ensuring a student-teacher ratio conducive to effective learning.

The absence of a library, playground, and computer-aided learning facilities underscores the school’s resource constraints. Furthermore, the school lacks a computer lab and a reliable source of drinking water, presenting challenges that warrant attention.

The absence of a boundary wall poses safety concerns, while the lack of electricity hinders technological integration in teaching and learning. The lack of a playground limits opportunities for physical activity and recreation.

Despite these limitations, the school’s commitment to education is evident in its dedication to providing primary and upper primary schooling in a rural setting. The presence of both male and female teachers demonstrates a commitment to inclusivity.

The school’s reliance on a Hindi medium of instruction reflects the local language context, making learning more accessible for students. The fact that it’s a co-educational institution promotes equal opportunities for both boys and girls.

The school’s location in a rural area highlights the importance of its role in providing educational access to underserved communities. Its private management emphasizes the role of private initiatives in complementing government efforts in education.

The school’s establishment in 2012 showcases its relatively recent contributions to the local educational landscape. The absence of a school meal program emphasizes the need for potential future interventions to address nutritional needs.

Further investment in infrastructure, resources, and technology could significantly enhance the quality of education at MAA Tripura Sundari Vidya Mandir, enabling it to better serve its students and community. Addressing the identified needs would create a more conducive learning environment and equip students with better opportunities for future success.