G. U.P.S KASOD

G.U.P.S Kasod: A Comprehensive Profile of a Rajasthan Primary School

G.U.P.S Kasod, a government primary school located in the urban area of Nimbahera block, Chittaurgarh district, Rajasthan, offers a valuable educational service to the community. Established in 1984 and managed by the Department of Education, the school caters to students from Class 1 to Class 8. Its co-educational environment fosters inclusive learning, and while it doesn't offer a pre-primary section, it plays a crucial role in the foundational education of the region's children.

The school boasts a robust infrastructure, including eight well-maintained classrooms, ensuring ample space for effective teaching. A dedicated room for the head teacher further enhances administrative efficiency. The school's infrastructure also includes a functional playground and a library stocked with 888 books, enriching the learning experience beyond the curriculum. The provision of tap water addresses a fundamental need, ensuring access to clean drinking water for students and staff. Sanitary facilities are also in place, comprising one boys' toilet and two girls' toilets.

G.U.P.S Kasod operates with a dedicated teaching staff of four, including one male teacher and three female teachers. Hindi serves as the primary medium of instruction, facilitating clear communication and understanding among students and teachers. The school building, while described as "Pucca But Broken," still serves its purpose adequately. The absence of electricity, however, presents a challenge that requires attention for improved functionality.

The school's commitment to student welfare is further highlighted by its provision of midday meals, prepared and served on-site. This ensures that students receive proper nourishment, supporting their learning and overall wellbeing. The school's commitment to a holistic approach to education is evident in its efforts to provide these essential services.

The school's location offers accessibility via an all-weather road, ensuring regular attendance for students regardless of weather conditions. The academic year begins in April, aligning with the broader educational calendar. The absence of computers and computer-aided learning presents a limitation in leveraging technological advancements for teaching and learning. The lack of ramps also highlights a need for improved accessibility for students with disabilities.

The school's management operates under the Department of Education, indicating a strong alignment with government educational policies and initiatives. The head teacher, Nand Kishore Totla, plays a key role in overseeing the daily operations and ensuring the smooth functioning of the school. The school's overall functionality depends on the commitment and expertise of its teaching staff. Improvements in infrastructure, including electricity and computer facilities, would significantly enhance the quality of education offered.

Despite the challenges posed by the lack of certain amenities, G.U.P.S Kasod plays a vital role in providing quality primary education in its community. The dedicated staff and the existing infrastructure demonstrate a commitment to the students' educational journey. Addressing the needs for electricity, computer access, and ramp access would enhance the school's capabilities and ensure equal opportunities for all students.

The school’s detailed information, including its establishment year, management, and facilities, contributes valuable data to educational assessments and planning. This data can inform strategic decisions regarding resource allocation and the development of targeted interventions to improve educational outcomes. The provided description offers transparency and accountability, allowing stakeholders to effectively monitor the school's progress and identify areas for improvement.

The comprehensive data presented allows for a clear understanding of G.U.P.S Kasod's strengths and weaknesses. The provision of midday meals and the library suggest a commitment to holistic student development, while the lack of electricity and computer facilities highlights areas requiring attention. This nuanced understanding enables targeted efforts to improve the school's offerings and better serve the community's educational needs.

Further investigation into the "Pucca But Broken" state of the school building is crucial. A thorough assessment of the building's structural integrity and a plan for necessary repairs or renovations should be a priority. This will ensure a safe and conducive learning environment for students. The school's accessibility for students with disabilities should also be addressed through the implementation of suitable ramps and other necessary accommodations.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.