G.G.U.P. MALIYO KI DHANI (2)

G.G.U.P. Maliyo Ki Dhani (2): A Comprehensive Profile of a Rajasthan Primary School

G.G.U.P. Maliyo Ki Dhani (2), a government primary school in Rajasthan, India, offers a glimpse into the educational landscape of rural India. Established in 1992 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, catering to the educational needs of the local urban community. The school's commitment to providing quality education is evident in its various facilities and resources.

The school boasts three well-maintained classrooms, ensuring a conducive learning environment for its students. Complementing the academic spaces are essential amenities including a library stocked with 365 books, fostering a love for reading and learning beyond the curriculum. A playground provides a vital space for recreation and physical activity, crucial for the holistic development of children. The school also prioritizes accessibility, featuring ramps for disabled children, ensuring inclusivity in its educational approach. A significant feature is the school's computer-aided learning lab, demonstrating a commitment to integrating technology into the learning process. Importantly, the school premises provide and prepare mid-day meals, addressing the nutritional needs of the students.

The school's faculty comprises a dedicated team of five teachers: one male teacher and four female teachers, led by Head Teacher Harji Lal. This team works collaboratively to deliver quality education using Hindi as the medium of instruction. The school's commitment to providing a comprehensive educational experience is further underlined by its well-maintained boys' and girls' toilets, vital for the hygiene and well-being of the students.

While the school lacks a boundary wall and electricity, these are minor shortcomings compared to the overall positive aspects. The absence of electricity, however, necessitates alternative arrangements for lighting and technological support. The provision of ramps highlights the school's dedication to inclusivity. The school's library, though modest, provides access to a range of books, cultivating a reading habit among the students.

The school's location in the KISHANGARH block of the AJMER district of Rajasthan places it within a specific geographical context, highlighting the distribution of educational resources across the state. The absence of a pre-primary section and the lack of computers for teaching might indicate areas for potential improvement and resource allocation. However, the school's commitment to providing mid-day meals showcases a commitment to supporting students' overall well-being.

The school's management by the Department of Education reflects the government's role in providing basic education. The school's operational structure, including the number of teachers, classrooms, and facilities, offers a useful data point for evaluating educational infrastructure in the region. This data can inform resource allocation decisions and development strategies aimed at improving educational outcomes.

The presence of a library, despite its modest size, indicates a commitment to promoting literacy. The availability of ramps for disabled children highlights an effort toward inclusivity and accessibility. The provision of mid-day meals addresses a crucial aspect of children's welfare, supporting their physical and mental well-being. This holistic approach to education underlines the school's dedication to its students.

The school's profile underscores the importance of continued investment in educational resources to address the identified shortcomings. Access to electricity, for instance, could significantly enhance the learning experience through the use of educational technologies and improved lighting. Further investment in library resources could enrich the learning environment.

In conclusion, G.G.U.P. Maliyo Ki Dhani (2) serves as a valuable case study illustrating the challenges and successes of providing primary education in a rural setting. The school's strengths lie in its dedicated teachers, its commitment to providing meals, and its efforts toward inclusive education. Addressing the identified shortcomings, such as the lack of electricity and a boundary wall, could further enhance the learning environment and contribute to improved educational outcomes for the students.

The school's existence underscores the vital role of government-funded schools in providing essential education to underserved communities, highlighting both the progress made and the continued need for investment to ensure quality education for all children. The data provides valuable insights for policymakers and stakeholders involved in education planning and resource allocation.

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.