UPS ACHARYA VISHAD SAGAR NASIRDA

UPS ACHARYA VISHAD SAGAR NASIRDA was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DEOLI block of TONK 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 10 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 Well 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

UPS Acharya Vishad Sagar Nasirda: A Comprehensive Overview

UPS Acharya Vishad Sagar Nasirda, a private, co-educational primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Deoli block, Tonk district, Rajasthan. Established in 2005 under private unaided management, the school serves the community with a dedicated team of educators and a commitment to quality education.

The school’s infrastructure comprises a pucca building, equipped with ten well-maintained classrooms designed for effective learning. A dedicated playground provides ample space for recreation and physical activities, promoting holistic child development. The school’s reliable electricity supply ensures uninterrupted learning, even during evenings or inclement weather. A functional well serves as the source of drinking water, meeting the daily needs of students and staff. Separate, functional toilet facilities are available for both boys and girls.

The teaching staff consists of ten dedicated educators – seven male teachers and three female teachers, supported by three additional pre-primary teachers, ensuring a student-teacher ratio conducive to personalized learning. Hindi serves as the primary medium of instruction, fostering a connection to local culture and language. The school’s commitment to inclusive education is evident in its single computer available for teaching and learning.

While the school lacks a library and computer-aided learning facilities, its emphasis on practical learning and community engagement remains paramount. The absence of these resources, however, highlights potential areas for future development and expansion to further enhance the educational experience offered.

The school’s location in a rural setting speaks to its role in bridging educational gaps and providing opportunities to children in underserved areas. Its private, unaided status underscores the importance of community involvement and private sector contributions to bolstering educational infrastructure and access.

The school’s operational efficiency is demonstrated through its consistent provision of a safe and functional learning environment. The presence of essential facilities such as electricity, toilets, and a playground, alongside the strong teaching staff, underscores the school’s commitment to providing a conducive atmosphere for learning and personal growth.

The school’s operational hours, starting in April, align with the academic calendar of the region, ensuring continuity and consistency in the educational journey of the students. This operational alignment facilitates seamless integration with the broader educational ecosystem.

The school’s co-educational nature fosters an inclusive environment where both boys and girls receive equal educational opportunities, promoting gender equality and empowering future generations. The inclusion of a pre-primary section further strengthens its commitment to comprehensive education, providing a foundation for early childhood development.

The absence of a mid-day meal program presents an opportunity for community engagement and collaboration, potentially through partnerships with local organizations or government initiatives to provide nutritional support to students. This would further enhance the overall educational experience, catering to the holistic needs of the children.

In conclusion, UPS Acharya Vishad Sagar Nasirda stands as a vital educational institution providing valuable learning opportunities within a rural setting. While there is scope for future development and expansion of facilities, the school’s dedicated faculty, functional infrastructure, and commitment to inclusive education demonstrate its important role in the community. Continued investment in resources and community partnerships could further elevate the school’s educational standing and impact on the lives of its students.