G.G.U.P.S., HARIYA MALI

G.G.U.P.S., HARIYA MALI was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in SOJAT block of PALI district of Rajasthan. The school consists of Grades from 1 to 8. The school is Girls and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 6 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 571 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G.G.U.P.S., Hariya Mali: A Comprehensive Profile of a Rural Girls’ School

G.G.U.P.S., Hariya Mali, a government-run girls’ school located in the rural areas of the Sojat block in Pali district, Rajasthan, stands as a testament to educational access in underserved communities. Established in 1995 under the Department of Education, this primary and upper primary school (classes 1-8) provides crucial learning opportunities for young girls.

The school’s infrastructure includes six well-maintained classrooms, ensuring ample space for learning activities. A dedicated head teacher’s room and other rooms for non-teaching activities add to its functionality. The school building itself is a sturdy pucca structure, enclosed by a similarly robust boundary wall. Furthermore, reliable electricity ensures uninterrupted access to educational resources and technology.

The school actively promotes holistic development. A well-stocked library containing 571 books provides access to a wide range of reading materials, enriching the learning experience. The presence of a playground encourages physical activity and social interaction, vital for a child’s well-rounded development. Importantly, ramps for disabled children ensure inclusive access to all areas of the school.

Technological advancements are embraced at G.G.U.P.S., Hariya Mali. The school boasts three functional computers and a dedicated computer-aided learning lab, bridging the technological divide and fostering digital literacy among the students. This commitment to modern teaching methods is further highlighted by the use of Hindi as the medium of instruction, catering to the linguistic needs of the students.

The school’s dedication extends to the well-being of its students. A midday meal program, prepared and provided on the school premises, ensures that the girls receive proper nutrition, supporting their concentration and academic performance. This signifies the school’s proactive approach to creating a supportive learning environment.

The teaching staff comprises eight dedicated educators – five male teachers and three female teachers – providing comprehensive instruction and guidance. The school’s management, under the Department of Education, is committed to providing quality education while promoting gender equality by catering exclusively to girls.

The school’s accessibility is enhanced by its all-weather road approach, ensuring that students can attend regularly, regardless of weather conditions. The academic year commences in April, aligning with the broader regional academic calendar. The absence of a pre-primary section and the fact that the school is not a residential institution clarifies the nature and scope of its operations.

G.G.U.P.S., Hariya Mali, is a shining example of a rural school dedicated to providing quality education to girls. Its comprehensive facilities, dedicated teachers, and supportive environment contribute to creating a vibrant learning community. The school’s commitment to incorporating technology and providing a nutritious meal program showcases its dedication to ensuring the holistic development of its students. The school’s successful operation demonstrates the positive impact of consistent support and resources for schools in underserved areas.

The school’s commitment to providing quality education in a challenging environment underscores the importance of investing in rural education and promoting gender equality in access to learning. G.G.U.P.S., Hariya Mali’s success serves as an inspiration for other schools and a testament to the potential of even remote locations to provide high-quality education. The school’s story is one of dedication, perseverance, and a commitment to empowering young girls through education. It’s a model that deserves recognition and support. The details provided clearly paint a picture of a functional and well-intentioned institution committed to the education and well-being of its students.