G.U.P.S., GUDA DHAMAWATA

G.U.P.S., Guda Dhamawata: A Detailed Profile of a Rural Primary School

G.U.P.S., Guda Dhamawata, a government primary school in the rural heartland of Rajasthan, India, offers a glimpse into the educational landscape of a typical village. Established in 1985 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, providing crucial primary and upper primary education. The school's location in the Marvar Junction block of Pali district places it within a context of rural challenges and opportunities.

The school's infrastructure, while functional, reflects the realities of resource limitations common in many rural areas. The school building, though government-provided, is described as "Pucca But Broken," indicating a need for maintenance and repair. Despite this, the school boasts three classrooms, ensuring sufficient space for instruction, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher. The presence of a library, stocked with 130 books, signals a commitment to enriching the learning experience beyond the curriculum. Hand pumps provide the school's drinking water, a vital resource in rural settings. Sanitary facilities are available with one functional boys' toilet and one functional girls' toilet. Notably, ramps for disabled access are present, demonstrating an inclusive approach to education.

Instruction at G.U.P.S., Guda Dhamawata, is conducted in Hindi, catering to the local linguistic context. The school employs four male teachers, dedicated to providing quality education to the students. The school's commitment to nutrition is evident through its provision of midday meals, prepared and served within the school premises, thereby addressing both the educational and nutritional needs of its students.

The school's operational aspects highlight its rural context. Transportation to the school is facilitated by an all-weather road, enhancing accessibility for students. The academic year follows a typical Indian schedule, commencing in April. The absence of computer-aided learning and computers, though noteworthy, is not uncommon in many rural schools, reflecting the wider digital divide.

G.U.P.S., Guda Dhamawata’s academic profile is clearly defined. It operates as a primary school with an upper primary section, offering a complete eight-year foundational education. The absence of a pre-primary section and the “N/A” designation for class 10 and 10+2 boards underscore its focus on primary and upper primary education. The school's non-residential nature and its use of a government building affirm its straightforward structure and function within the village community.

The school’s geographical coordinates (latitude 25.72275990, longitude 73.60946620) and pincode (306023) provide precise location details, helpful for mapping and logistical purposes. While contact information like phone and email are currently unavailable, the provided data offers a comprehensive picture of the school's facilities, resources, and operational details.

In conclusion, G.U.P.S., Guda Dhamawata stands as a representative example of a rural government primary school in Rajasthan. Its strengths lie in its provision of basic education, midday meals, and accessible facilities for students, while its challenges highlight the need for ongoing investment in infrastructure, resources, and potentially technology integration to improve educational outcomes.

This detailed description of G.U.P.S., Guda Dhamawata, contributes to a broader understanding of education in rural India and can be used to inform policy decisions, resource allocation, and educational improvement strategies. Further information, such as the addition of contact details and potential updates on infrastructure improvements, would further enhance the completeness of this profile.

The availability of this kind of detailed data on schools is critical for monitoring progress towards educational goals, identifying areas requiring support, and ultimately, improving the quality of education provided to students in underserved communities. The continued collection and dissemination of such information are essential steps towards enhancing the educational landscape.

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.