UVARSAD KANYA PRI. SCHOOL

UVARSAD KANYA PRI. SCHOOL was established in 1888 and it is managed by the Local body. It is located in Rural area. It is located in GANDHINAGAR block of GANDHINAGAR district of Gujrat. The school consists of Grades from 1 to 8. The school is Girls and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Gujarati 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 Government building. It has got 12 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 Tap Water and it is functional. The school has 0 boys toilet and it is functional. and 6 girls toilet and it is functional. The school has no playground. The school has a library and has 608 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 8 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Uvarsad Kanya Pri. School: A Profile of a Rural Girls’ Primary School in Gujarat, India

Uvarsad Kanya Pri. School, established in 1888, is a government-run girls’ primary school located in the rural area of Gandhinagar district, Gujarat, India. Operating under the local body’s management, this institution provides primary and upper primary education, encompassing classes 1 through 8. The school’s commitment to girls’ education is evident in its focus on providing a nurturing and supportive learning environment.

Instruction at Uvarsad Kanya Pri. School is delivered primarily in Gujarati, reflecting the local language and cultural context. The school boasts a dedicated team of 12 teachers, including 1 male and 11 female educators, all committed to fostering academic excellence amongst their students. The school’s infrastructure supports this commitment, with 12 well-maintained classrooms providing ample space for learning. Two additional rooms cater to non-teaching activities, ensuring a well-rounded educational experience for the students.

The school’s commitment to providing resources extends to its library, which houses an impressive collection of 608 books, fostering a love of reading and expanding students’ knowledge beyond the curriculum. Access to clean drinking water is ensured through a functional tap water system. Further demonstrating its dedication to inclusivity, the school features ramps for disabled children, ensuring accessibility for all students.

The school’s technological resources include 8 functional computers, though computer-aided learning is not yet implemented. The presence of electricity ensures a conducive learning environment. The school’s strong infrastructure is complemented by a sturdy pucca boundary wall, providing a secure and protected learning space for the girls. While the school does not have a playground, the presence of six functional girls’ toilets highlights the school’s dedication to providing essential facilities and maintaining a safe and sanitary environment for its students.

The school’s location in a rural setting indicates its crucial role in providing educational opportunities to girls in a region that might otherwise lack such access. The school’s provision of mid-day meals, though prepared off-site, underlines its commitment to addressing the nutritional needs of its students, enhancing their learning potential.

The school operates without a pre-primary section, focusing its resources on delivering high-quality education in grades 1-8. The school’s affiliation with “Others” boards for class 10th and 10+2 reflects its commitment to providing a comprehensive and adaptable curriculum.

Uvarsad Kanya Pri. School is a testament to the importance of providing accessible and quality education in rural areas, particularly for girls. Its commitment to providing essential resources and a nurturing learning environment sets a positive example for educational institutions in similar settings.

The school’s information, which lacks specific details such as latitude, longitude, phone number, and email address, highlights a potential opportunity for improvement. Including this missing data would enhance the school’s online presence and facilitate communication and collaboration with external stakeholders.

The lack of a head teacher’s name and contact information presents a similar challenge. Addressing these gaps would enhance transparency and improve communication channels with the school’s administration and the broader community.

In conclusion, Uvarsad Kanya Pri. School stands as a significant institution dedicated to empowering girls through education in a rural setting in Gujarat. While there are some areas for improvement, its dedication to providing a safe, supportive, and well-resourced learning environment is commendable. The school serves as a vital community asset, contributing to the educational progress of girls in the region.