G.U.P.S. DAHIKHEDA

G.U.P.S. Dahikheda: A Comprehensive Profile of a Rural Primary School

G.U.P.S. Dahikheda, a government-run primary school in the Chittorgarh district of Rajasthan, India, offers a valuable educational service to the rural community. Established in 1997 under the Department of Education, the school provides education from Class 1 to Class 8, catering to both boys and girls in a co-educational setting. The school's infrastructure includes five classrooms, ensuring sufficient space for learning activities. The school's building, while only partially walled, houses a functional library boasting a collection of 187 books, a testament to the school's commitment to fostering a love of reading.

A key feature of G.U.P.S. Dahikheda is its dedicated teaching staff. The school employs a total of six teachers, including five male teachers and one female teacher, all working collaboratively to provide quality education. The instruction medium is Hindi, making learning accessible to the local student population. The school also features a playground, providing a vital space for recreation and physical activity, contributing positively to the students' holistic development.

The school prioritizes the safety and well-being of its students. Separate boys' and girls' toilets are available on the premises, ensuring hygienic and private facilities for all. Hand pumps provide a reliable source of drinking water, addressing a fundamental need for the students and staff. Notably, ramps for disabled children are in place, demonstrating the school's dedication to inclusivity.

G.U.P.S. Dahikheda leverages technology to enhance learning, with one computer available for educational purposes. While the school does not currently offer computer-aided learning, the availability of a computer represents a starting point for future technological integration. The school's location in a rural area emphasizes its crucial role in bridging the educational gap and providing opportunities to students in underserved communities.

The absence of electricity at the school highlights the need for infrastructure development to further improve the learning environment. This could enhance the quality of education through access to technology and better lighting, especially during evening hours if evening classes are offered in the future. This underscores the potential benefits of future investments in school infrastructure.

The school's dedicated staff, along with its readily available resources, shows a commitment to delivering high-quality education despite certain infrastructural challenges. The presence of a library and a playground further enhances the learning experience, providing enriching opportunities beyond the classroom.

The school's rural location underscores its significance in providing essential educational services to a community that might otherwise lack easy access. The school's management by the Department of Education ensures a framework for accountability and ensures that the school adheres to educational standards.

The school's commitment to inclusive education is exemplified by the provision of ramps for disabled children. This thoughtful consideration reflects a holistic approach to education, recognizing the importance of accessibility for all students.

Future developments, such as the addition of electricity and expanded computer-aided learning programs, hold the potential to significantly enhance the educational experience at G.U.P.S. Dahikheda. These improvements could further empower students and prepare them for success in a rapidly evolving world.

In conclusion, G.U.P.S. Dahikheda stands as a vital educational institution within its community, providing essential learning opportunities and striving to improve despite current resource constraints. With continued support and development, the school has the potential to further enrich the lives of its students and contribute significantly to the educational advancement of the wider community.

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.