G. SR SEC GOTHARA

G. SR SEC GOTHARA was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in KHANDAR block of SAWAI MADHOPUR district of Rajasthan. The school consists of Grades from 1 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Dilapidated building. It has got 11 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 444 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G. SR SEC GOTHARA: A Comprehensive Overview of a Rural Rajasthan School

G. SR SEC GOTHARA, a co-educational school located in the rural KHANDAR block of SAWAI MADHOPUR district, Rajasthan, has a rich history, established in 1949. Managed by the Department of Education, this institution provides education from Class 1 to Class 12, adhering to the State Board curriculum for both Class 10 and Class 12. The primary language of instruction is Hindi, catering to the local community’s needs.

The school’s infrastructure presents a mixed picture. While it boasts 11 classrooms in good condition, the building itself is described as dilapidated. A pucca but broken boundary wall surrounds the school, which currently lacks a functional electricity connection. Despite these challenges, the school maintains a library stocked with 444 books, a valuable resource for students. The absence of a playground and drinking water facilities, however, represents significant areas for improvement.

The teaching staff comprises 11 male teachers, dedicated to providing quality education to the students. The school provides mid-day meals, prepared and served on-site, ensuring students receive proper nourishment. The school’s commitment to education is further evidenced by its provision of separate boys’ and girls’ toilets, though further improvements to sanitation facilities could be considered.

While the school lacks computer-aided learning facilities and computers, its commitment to education remains steadfast. The absence of a pre-primary section and ramps for disabled children points to areas requiring future development to ensure full inclusivity and accessibility.

The school’s location in a rural area necessitates further investment to enhance infrastructure and resources. Addressing the dilapidated building, installing functional electricity, and providing a reliable source of drinking water are crucial steps in improving the learning environment.

The establishment’s long history and dedication to providing education highlight the importance of continued support and investment to upgrade facilities and improve the learning environment for the students. The school’s need for a playground and further development to enhance accessibility underscore the challenges and opportunities that lie ahead.

The availability of a library, despite the overall infrastructure challenges, demonstrates a commitment to academic resources. The provision of mid-day meals indicates a focus on the students’ holistic well-being, ensuring they receive both education and sustenance.

Improvements to the school’s infrastructure would not only enhance the learning experience but also contribute to the overall development of the community it serves. Investment in modern teaching aids, including computers and a computer lab, could further elevate the quality of education offered.

Addressing the structural issues, such as repairing the dilapidated building and the broken boundary wall, would improve the safety and security of the school. Providing a clean and reliable source of drinking water and building a playground would create a more conducive learning environment.

Ultimately, G. SR SEC GOTHARA serves as a vital educational institution for the rural community, demonstrating resilience in the face of infrastructural challenges. With targeted investments and community support, the school can continue to provide quality education and contribute to the progress of its students and the broader region.