GOVT. UPS NANGLA SAMAWDI

GOVT. UPS Nangla Samawdi: A Comprehensive Profile of a Rural Primary School

Nestled in the rural landscape of the Kishangarh Bas block in Alwar district, Rajasthan, GOVT. UPS Nangla Samawdi stands as a testament to primary education in India. Established in 1974 under the Department of Education, this co-educational school caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school's dedication to education is evident in its robust infrastructure and dedicated teaching staff.

The school building, a government structure, comprises six well-maintained classrooms designed for effective learning. Supplementing the classrooms are additional rooms for administrative purposes and a dedicated space for the head teacher, ensuring a structured and organized learning environment. The school's physical structure is further enhanced by a pucca boundary wall, providing security and a defined school perimeter.

Instruction at GOVT. UPS Nangla Samawdi is delivered primarily in Hindi, reflecting the local linguistic context. The teaching staff consists of five dedicated educators—two male and three female teachers—who collectively strive to provide quality education to the students. A key figure in this team is the head teacher, Pramila Gupta, who plays a vital role in overseeing the school's operations and ensuring its smooth functioning.

The school's commitment to holistic development extends beyond academics. Despite lacking a computer-aided learning lab or playground facilities, the school houses a library containing 271 books, providing access to essential learning resources. While the school does not provide meals on-site, it ensures that students receive mid-day meals through an external arrangement. The presence of separate functional boys' and girls' toilets underlines the school's commitment to providing a safe and comfortable learning environment for all students.

The school's location in a rural area presents unique challenges, including the absence of electricity and drinking water facilities within the school premises. However, the school's dedication to providing education transcends these infrastructural limitations. The school's accessibility, via an all-weather road, underscores its commitment to inclusivity and ensuring that students can attend school regardless of weather conditions.

Despite the absence of computer facilities and a computer-aided learning program, the school's curriculum focuses on providing a strong foundation in core subjects. The availability of textbooks and access to the library significantly contribute to the learning process. The academic year at the school begins in April, following the standard academic calendar in the region.

GOVT. UPS Nangla Samawdi's management by the Department of Education underscores its role within the larger governmental framework for providing primary education. The school is not a residential school, and the absence of pre-primary classes highlights its focus on primary education from Class 1 onwards. The school does not have any contract teachers, underscoring the commitment of its permanent teaching staff.

The school's operational aspects are characterized by a strong administrative structure headed by the head teacher, Pramila Gupta. The lack of ramps highlights a future need for improvements to cater to children with disabilities. The school operates within its current capacity, effectively serving the educational needs of the local community.

In conclusion, GOVT. UPS Nangla Samawdi, despite some infrastructural limitations, is a functioning and important educational institution in the rural landscape of Rajasthan. Its dedicated teachers, commitment to education, and supportive community contribute to its continued success in providing quality primary education to students. The school's focus on providing a basic foundation in core subjects within a structured learning environment positions it as a valuable asset to the community. Future improvements could focus on addressing the lack of electricity, drinking water, and ramps for disabled access to further enhance the learning environment and promote inclusivity.

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.