G.SR.SEC.S. DOLBAR

G.SR.SEC.S. DOLBAR was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in DOVDA block of DUNGARPUR 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 Government 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 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 no playground. The school has a library and has 255 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.S.R.Sec.S. Dolbar: A Comprehensive Profile of a Rural Rajasthan School

G.S.R.Sec.S. Dolbar, a government-run co-educational school, stands as a vital educational institution serving the rural community of DOVDA block in DUNGARPUR district, Rajasthan. Established in 1954 under the Department of Education, this school caters to students from Class 1 to Class 12, offering a comprehensive primary, upper primary, secondary, and higher secondary education.

The school’s infrastructure comprises a government building with eleven classrooms in good condition, supplemented by two additional rooms for non-teaching activities. A dedicated space serves as the headmaster’s/teacher’s office. While the school boasts a pucca boundary wall, it’s noted that the structure requires some repair. Electricity is readily available, ensuring a conducive learning environment. The school utilizes hand pumps as its source of drinking water. The school has one functional boys’ toilet and one functional girls’ toilet. The availability of a library stocked with 255 books further enhances the learning experience.

Instruction at G.S.R.Sec.S. Dolbar is conducted in Hindi. The school’s faculty consists of eleven teachers – ten male and one female – dedicated to providing quality education. The school follows the State Board curriculum for both Class 10 and Class 12 examinations. A noteworthy aspect is the school’s commitment to providing mid-day meals, prepared and served on the premises.

The school’s location in a rural area presents certain challenges. The absence of a playground limits recreational opportunities for the students. Furthermore, the lack of computer-aided learning facilities and computers restricts access to modern teaching methodologies. The absence of ramps also indicates a need for improved accessibility for students with disabilities.

Despite these limitations, G.S.R.Sec.S. Dolbar plays a crucial role in providing education to the rural population. The school’s long history and continued operation highlight its enduring significance to the community.

The school’s management, under the Department of Education, should actively consider improvements to address the identified areas for development. Investing in a playground, computer lab, and ramps would significantly enhance the school’s facilities.

The ongoing commitment to providing mid-day meals demonstrates a dedication to student well-being. This underscores the school’s prioritization of holistic child development alongside academic progress.

G.S.R.Sec.S. Dolbar, with its strong foundational presence, serves as an emblem of accessible education within a rural setting.

Efforts to secure additional resources and support could significantly boost the school’s capabilities and ultimately lead to improved educational outcomes for its students. Further developments in infrastructure and technology would enrich the learning experience.

The school’s long history, coupled with its vital role in the community, necessitates continued attention and investment to ensure its ongoing success in providing quality education to the children of DOVDA.