G.SEC.S. HANIHEDA

G.SEC.S. HANIHEDA was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in ATRU block of BARAN district of Rajasthan. The school consists of Grades from 1 to 10. 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 Rent Free Building 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 Partial boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G.SEC.S. Haniheda: A Rural Rajasthan School Serving Students from Class 1 to 10

G.SEC.S. Haniheda, a co-educational school located in the rural ATRU block of Baran district, Rajasthan, has been providing education to students since 1956. Managed by the Department of Education, this institution offers a comprehensive education from Class 1 to Class 10, following the State Board curriculum for Class 10. The school’s commitment to education is evident in its dedicated staff and available resources.

The school boasts a rent-free building equipped with three classrooms in good condition, ensuring a conducive learning environment for its students. While it doesn’t have electricity, the school utilizes hand pumps for clean drinking water, a crucial amenity in a rural setting. Sanitation is addressed with functional boys’ and girls’ toilets, each with a single unit, further demonstrating a commitment to student well-being.

The school’s infrastructure includes a playground and a library, although the library currently lacks books. This indicates an area ripe for improvement and community engagement to enhance the students’ learning experience. The presence of a computer-aided learning lab suggests a proactive approach to integrating technology, even without dedicated computers in the school currently.

The teaching staff comprises 13 male teachers, indicating a significant investment in providing educational services to the local community. The medium of instruction is Hindi, reflecting the local language and cultural context. The school’s accessibility is aided by an all-weather road, making it reachable throughout the year. The school’s academic session commences in April, aligning with the regional academic calendar.

The school’s location and resources highlight the challenges and opportunities present in providing quality education in a rural context. The absence of electricity and a limited library collection point towards areas where support and investment could significantly enhance the school’s capacity.

The school’s commitment to providing mid-day meals, prepared on the school premises, underscores its dedication to the holistic development of its students. This crucial support ensures students are well-nourished and ready to learn. The school’s structure features a separate room for the head teacher, illustrating an organizational structure aiming to support the staff’s responsibilities.

Further improvements in infrastructure, particularly electricity and library resources, would greatly enhance the educational environment. Community involvement and external support can play a crucial role in achieving this growth.

G.SEC.S. Haniheda’s existence since 1956 demonstrates a long-standing commitment to education within the community. Its continued operation serves as a testament to its importance as a provider of knowledge and opportunity for the students of the surrounding area.

The school’s location in a rural setting also presents opportunities for community engagement and partnership. Local initiatives, along with government support, can further elevate the quality of education offered at G.SEC.S. Haniheda.

In conclusion, G.SEC.S. Haniheda represents a vital educational institution within its community, serving a crucial role in shaping the lives of its students. With ongoing support and development, the school’s potential for positive impact can be further realized.