SHANSKAR SS UPS GOVIND MOHALLA KAMAN

SHANSKAR SS UPS GOVIND MOHALLA KAMAN was established in 2008 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KAMAN 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 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 7 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 a library and has 80 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.

Shanskar SS UPS Govind Mohalla Kaman: A Comprehensive Overview

Shanskar SS UPS Govind Mohalla Kaman, a private, co-educational primary and upper primary school (classes 1-8), stands as a significant educational institution in the Kaman block of Bharatpur district, Rajasthan. Established in 2008 under private unaided management, the school caters to the educational needs of students in an urban setting.

The school’s infrastructure comprises a private building with seven well-maintained classrooms, ensuring a conducive learning environment for its students. A dedicated room serves as the headmaster’s office, supporting efficient school administration. The school’s strong foundation is further emphasized by its pucca boundary wall and reliable electricity connection. Complementing the learning environment is a library stocked with 80 books, fostering a love for reading among students. While a playground is currently absent, the presence of separate functional boys’ and girls’ toilets highlights the school’s commitment to providing essential amenities.

The school’s academic approach emphasizes Hindi as the medium of instruction, reflecting the local linguistic context. The teaching staff comprises a dedicated team of eight teachers – two male and six female – ensuring a balanced approach to education. The school’s leadership is headed by the head teacher, Dhrmapal, who guides and oversees the educational processes within the institution. The school operates on a standard academic calendar, commencing its session in April.

Despite the lack of a computer-aided learning lab and computers for teaching, the school provides a functional learning environment. The absence of a pre-primary section and midday meal program are noteworthy aspects of the school’s current operational structure. Furthermore, the school’s accessibility is ensured by its location along an all-weather road. The school’s commitment to inclusivity is underscored by the absence of ramps for disabled students, reflecting areas of potential future development.

The school’s operational details provide valuable insights into its functioning. The absence of contract teachers showcases the school’s reliance on its core teaching staff. The school’s location in an urban setting implies a relatively dense population, highlighting the importance of its contribution to local education.

While the school is not a residential institution, its non-residential nature allows for flexibility and accessibility for students from the surrounding community. The information provided highlights the school’s commitment to providing basic educational facilities and infrastructure within its resource constraints. The school’s continued operation and contributions to the community stand as a testament to its importance in the local educational landscape.

Looking towards the future, the school could explore opportunities to enhance its facilities and resources. The addition of a playground, a computer lab, and a midday meal program would significantly enhance the learning experience and overall well-being of the students. These additions would contribute positively to the school’s comprehensive educational approach.

In conclusion, Shanskar SS UPS Govind Mohalla Kaman serves as a vital educational resource within its community. Its focus on foundational learning, coupled with its dedicated teaching staff, makes it a significant contributor to the educational development of its students. While opportunities exist for future enhancements, the school’s current facilities and academic approach provide a solid base for continued success.

This profile of Shanskar SS UPS Govind Mohalla Kaman provides a comprehensive overview of its operational structure, academic offerings, and physical facilities. The information presented allows for a better understanding of its role and contributions to the community. The school’s dedication to education despite limited resources is commendable.

This detailed overview of Shanskar SS UPS Govind Mohalla Kaman school serves as a valuable resource for prospective parents, researchers, and educators interested in understanding the educational landscape in rural Rajasthan. The school’s commitment to education underscores the importance of local institutions in providing essential learning opportunities.