VIVEKANAND PUB.SHIKSHAN SANSTH UPS

VIVEKANAND PUB.SHIKSHAN SANSTH UPS was established in 1996 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PAOTA block of JAIPUR 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 6 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 doesn’t 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 a library and has 200 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.

Vivekanand Public Shikshan Sansth UPS: A Comprehensive Profile

Vivekanand Public Shikshan Sansth UPS, a private, co-educational primary and upper primary school (grades 1-8), stands as a vital educational institution in the rural area of PAOTA block, JAIPUR district, Rajasthan. Established in 1996 under private unaided management, the school plays a crucial role in providing education to the community. Its commitment to learning is evident in its resources and dedicated faculty.

The school’s infrastructure includes a pucca building with six well-maintained classrooms, ensuring a conducive learning environment for its students. A separate room serves the head teacher, and two additional rooms cater to non-teaching activities. The school also boasts a functional playground and a library stocked with 200 books, fostering holistic development among the students. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing basic amenities.

The school’s teaching staff comprises five dedicated educators – three male teachers and two female teachers – who work collaboratively to deliver quality education. The head teacher, Sudhir Gupta, leads the team, providing guidance and support to ensure the smooth functioning of the institution. Hindi serves as the primary medium of instruction.

While the school lacks computer-aided learning facilities and an electricity connection, its commitment to education remains steadfast. The availability of a library and playground compensates for some of these shortcomings, offering enriching learning opportunities outside the classroom. The lack of a midday meal program is a notable aspect, however, the school does ensure access to potable water, although the current source is undefined.

The school’s accessibility is ensured by its location along an all-weather road. The academic session commences in April, aligning with the regional academic calendar. The school’s non-residential nature further clarifies its operational structure. The absence of ramps for disabled children presents an area for potential improvement.

The school’s commitment to providing quality education is apparent, despite its location in a rural area. Its relatively modest size allows for close teacher-student interaction, which is crucial, especially at the primary and upper primary levels.

Furthermore, the school’s private unaided management model indicates its reliance on tuition fees and private funding, highlighting the need for community support and potential for growth through external partnerships.

In conclusion, Vivekanand Public Shikshan Sansth UPS represents a significant educational resource in its community. Despite certain infrastructural limitations, the school’s dedicated staff, accessible location, and commitment to providing a quality education make it a valuable asset to the region.

The school’s success hinges on community engagement and continued support. Addressing the absence of computer-aided learning and electricity, along with the construction of ramps for disabled access, could further enhance its educational offerings.

Future development could also include exploring partnerships to secure funding for a midday meal program, thereby addressing a critical need for students from less privileged backgrounds. This would further cement its role as a cornerstone of the community’s educational landscape.