PVT H.S. UPS, 24 'O' BHUTTIWALA

PVT H.S. UPS, 24 ‘O’ BHUTTIWALA was established in 2007 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KARANPUR block of GANGANAGAR district of Rajasthan. The school consists of Grades from 1 to 10. 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 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 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 Provided providing mid-day meal.

PVT H.S. UPS, 24 ‘O’ BHUTTIWALA: A Comprehensive Overview of a Rajasthan School

PVT H.S. UPS, 24 ‘O’ BHUTTIWALA, a private, co-educational school in Rajasthan, offers a comprehensive education from Class 1 to Class 10. Established in 2007 under the Pvt. Unaided management, this urban school in the KARANPUR block of GANGANAGAR district provides a valuable educational resource to the community.

The school’s infrastructure includes a private building with eight well-maintained classrooms, catering to the diverse needs of its students. The school’s commitment to providing a conducive learning environment is further highlighted by its reliable electricity supply and sturdy pucca boundary walls, ensuring the safety and comfort of its students and staff.

Instruction at PVT H.S. UPS, 24 ‘O’ BHUTTIWALA is conducted in Hindi, reflecting the local linguistic landscape. The school employs a dedicated team of eight teachers – two male and six female – including two specialized pre-primary teachers who nurture the youngest learners in the school’s attached pre-primary section.

The school’s academic structure extends to higher secondary education (Classes 10 and 10+2), with both levels following an “Others” board curriculum, which is unusual and noteworthy. This suggests a unique educational approach tailored to local needs and standards.

While the school doesn’t provide midday meals, it does boast functional boys’ and girls’ toilets, ensuring basic hygiene and sanitation facilities for all students. The absence of a playground and library may represent areas for potential future development to further enhance the students’ overall learning experience.

The lack of computer-aided learning and computers reinforces the school’s reliance on traditional teaching methods. This approach, while effective, might benefit from technological integration to equip students with modern skills needed in today’s digital world. The absence of ramps for disabled children also points to an area where accessibility improvements could be considered.

The school’s information lacks details on its head teacher, a crucial figure in school leadership and administration. This omission hinders a complete understanding of the institution’s operational dynamics. The school operates within an urban environment, which offers opportunities to incorporate urban-relevant educational programs and field trips.

Located in GANGANAGAR district, Rajasthan, PVT H.S. UPS, 24 ‘O’ BHUTTIWALA serves as a testament to the role of private schools in providing education in India. The school serves a vital role within its community, contributing to the development of its students. Its commitment to education in a setting without some modern amenities offers valuable insight into the landscape of education in Rajasthan.

The detailed profile of the school’s facilities and teaching staff provides a transparent picture of the educational resources available to the students. However, the absence of several details, such as contact information, and certain amenities highlights potential areas for enhancement. Overall, the school presents a detailed case study of a working school within a unique community context.

Future development and expansion plans for the school could involve incorporating modern technology, improving facilities, and providing additional extracurricular activities. The school’s commitment to quality education despite resource limitations deserves commendation. Further research could focus on its unique “Others” board curriculum to analyze its effectiveness and long-term implications.