PARADAISE S.S. UPS KHANUA

PARADAISE S.S. UPS KHANUA was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in ROOPWAS block of BHARATPUR 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 Private building. It has got 8 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 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.

Paradise S.S. UPS Khanua: A Detailed Overview of a Rural Primary School

Paradise S.S. UPS Khanua, a private, co-educational primary school, stands as a testament to the commitment to education in rural Rajasthan. Established in 2010, this school serves students from Class 1 to Class 8, offering a crucial foundation in learning for the local community. With its Hindi-medium instruction, the school caters to the linguistic needs of its student body. Situated in the Roopwas block of Bharatpur district, the school’s rural location highlights its role in bridging the educational gap in underserved areas.

The school’s infrastructure includes eight classrooms housed in a private building, ensuring a suitable learning environment. The presence of a playground underscores the importance placed on physical activity and holistic development alongside academic pursuits. The school’s infrastructure also includes functional boys’ and girls’ toilets, prioritizing hygiene and sanitation.

The dedicated teaching staff comprises nine male teachers and one female teacher, demonstrating a commitment to providing comprehensive education. The school’s management, identified as Pvt. Unaided, reflects its independent operational structure. The total of ten teachers are actively involved in shaping the academic journey of the students, highlighting the school’s focus on quality education.

While the school lacks a library and computer-aided learning facilities, its presence ensures access to primary education in a region where such resources may be scarce. The school’s focus on essential elements such as classrooms, a playground, and basic sanitation facilities underscores its dedication to providing foundational learning despite resource constraints.

The school’s location in a rural setting is a significant factor, highlighting the accessibility of education to children in remote areas. Access to an all-weather road contributes to improved accessibility for students and staff alike. The commencement of the academic year in April aligns with the broader regional educational calendar.

The school’s building boasts a pucca boundary wall and a reliable electricity connection, ensuring a safe and conducive learning environment. The lack of a pre-primary section indicates a focus on primary and upper-primary education within the existing infrastructure.

The school’s absence of ramps for disabled children suggests an area where future infrastructural improvements could be considered. The school’s commitment to providing a basic education remains a priority, despite the limitations in accessibility for students with disabilities.

Furthermore, the absence of a mid-day meal program underscores the need for potential future expansion of support services to better meet the holistic needs of the students. The provision of such a program could further enhance the educational experience for the children, addressing nutritional needs alongside academic learning.

Paradise S.S. UPS Khanua’s establishment in 2010 demonstrates a persistent effort to make education available in rural areas. The school’s ongoing operation and dedicated staff highlight the community’s commitment to education.

In conclusion, Paradise S.S. UPS Khanua is a vital educational institution serving the rural community. Although it faces some challenges in terms of resources, its dedicated staff and basic infrastructure provide a foundation for learning in a region that needs it most. The school represents a significant step towards educational access in a rural setting.