G.G.S.S. DEVNARAYAN AAVASIYA SCHOOL TELIKHERA, PALRI

G.G.S.S. DEVNARAYAN AAVASIYA SCHOOL TELIKHERA, PALRI was established in 2014 and it is managed by the Tribal/Social Welfare Department. It is located in Urban area. It is located in SUWANA block of BHILWARA district of Rajasthan. The school consists of Grades from 6 to 12. The school is Girls and it doesn’t have an attached pre-primary section. The school is others 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 Government building. It has got 3 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 10 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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 but not Prepared in School Premises providing mid-day meal.

G.G.S.S. Devnarayan Aavasiya School Telikhera, Palri: A Comprehensive Overview

G.G.S.S. Devnarayan Aavasiya School Telikhera, Palri, a government-run girls’ school in the urban area of Suwana block, Bhilwara district, Rajasthan, stands as a testament to educational access in the region. Established in 2014 under the management of the Tribal/Social Welfare Department, the school caters to students from classes 6 to 12, offering upper primary, secondary, and higher secondary education.

A Focus on Girls’ Education: The school’s commitment to girls’ education is evident in its exclusive focus on female students. This dedication provides a safe and supportive learning environment specifically tailored to their needs. The school’s curriculum is delivered in Hindi, making it accessible to the local community. The school operates within a government-owned building and features three well-maintained classrooms dedicated to instruction. Two additional rooms are available for non-teaching activities, while the head teacher enjoys a dedicated, separate office space.

Infrastructure and Resources: The school boasts a pucca (permanent) boundary wall and reliable electricity, ensuring a secure and functional learning environment. Although the school does not currently have a playground or library, its ten functional girls’ toilets highlight a commitment to providing essential facilities. Importantly, ramps for disabled students are available, demonstrating a proactive approach to inclusivity. While meals are provided, they are not prepared on the school premises.

Staff and Teaching: The dedicated teaching staff comprises eight teachers, with six male teachers and two female teachers. The school is led by a Head Teacher, RPJ, offering experienced guidance and leadership. The school’s operational structure is enhanced by having a Head Teacher, further demonstrating its commitment to effective management and student support. The absence of a pre-primary section and computer-aided learning facilities highlights areas where potential improvements could be made.

Academic Excellence: The school follows the State Board curriculum for both class 10th and 12th examinations, aligning its standards with the broader educational framework of the region. The school’s academic focus on secondary and higher secondary levels showcases the commitment to nurturing students’ academic progress and opening doors to future opportunities.

Accessibility and Connectivity: The school’s location offers accessibility through all-weather roads, and it follows the standard academic calendar, with the school year commencing in April. The school’s residential nature (‘others’ type) provides unique support to its students, although further detail on the residential nature would aid in a deeper understanding.

Conclusion: G.G.S.S. Devnarayan Aavasiya School Telikhera, Palri, plays a vital role in providing educational opportunities for girls in the region. While the school’s resources could be expanded to include a library, playground, and computer-aided learning facilities, the existing infrastructure and dedicated staff create a foundational base for student success. The school’s commitment to providing a safe, inclusive, and supportive learning environment makes a significant contribution to the community. Further investment in these areas could further enhance the school’s capabilities.