GGMS DHANI SURTIA MANGALI

GGMS DHANI SURTIA MANGALI was established in 1992 and it is managed by the Department of Education. It is located in Rural area. It is located in HISAR-I block of HISAR district of HARYANA. The school consists of Grades from 6 to 8. 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 2 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 Tap Water 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 231 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.

GGMS DHANI SURTIA MANGALI: A Comprehensive Profile of a Rural Upper Primary School

GGMS DHANI SURTIA MANGALI, a government-run upper primary school, stands as a vital educational institution serving the rural community. Established in 1992, it falls under the purview of the Department of Education, operating within the HISAR-I block of HISAR district in HARYANA, India. The school’s commitment to education is evident in its dedicated staff and well-maintained facilities.

The school’s infrastructure includes a sturdy pucca building, equipped with two classrooms in excellent condition. This ensures a conducive learning environment for its students. In addition to the classrooms, the school has dedicated spaces for non-teaching activities and a separate room for the head teacher. The presence of a functional library, stocked with 231 books, underscores the school’s dedication to enriching its students’ learning experience beyond the classroom.

A reliable source of tap water guarantees access to clean drinking water for students and staff, a crucial aspect of maintaining a healthy school environment. The school prioritizes safety and hygiene, possessing functional boys’ and girls’ toilets, ensuring a comfortable experience for all students. The school’s accessibility is further enhanced by ramps, accommodating students with disabilities.

The school’s curriculum focuses on the upper primary grades, from 6 to 8, utilizing Hindi as the primary medium of instruction. The dedicated teaching staff comprises one male teacher and four female teachers, working collaboratively to impart quality education. The school head teacher, RAJESH KUMARI, leads the team, providing effective leadership and guidance. The school’s co-educational nature ensures equal opportunities for both boys and girls to access quality education.

The mid-day meal program operates within the school premises, providing nutritious meals to students, eliminating concerns about hunger hindering their learning. The school’s rural location necessitates its accessibility throughout all weather conditions, ensuring uninterrupted education for all students. The academic session follows a standard calendar, commencing in April.

While the school lacks a playground and computer-aided learning facilities, its dedication to providing a foundational education is undeniable. The absence of a pre-primary section and the school’s non-residential nature reflects its focus on providing upper primary education within the existing infrastructure. The school’s commitment to providing a robust learning environment, despite resource constraints, is commendable.

The school’s management actively ensures a structured and well-organized approach to education. The absence of contract teachers highlights the school’s reliance on its core teaching staff, fostering a strong sense of community and continuity. This cohesive approach to teaching facilitates effective learning outcomes, positively impacting the academic progress of its students.

In conclusion, GGMS DHANI SURTIA MANGALI serves as an important educational pillar in its community. While the school might have some limitations in terms of facilities and resources, its dedicated staff, well-maintained infrastructure, and emphasis on providing a quality education make it a valuable asset to the region. The school’s continued efforts to improve its services and address its limitations are a testament to its dedication to providing the best possible learning environment for its students.

The school’s future prospects depend heavily on continued support and investment in infrastructure and resources. The potential for growth and improvement is significant, and with the continued dedication of the teaching staff and support from the community, GGMS DHANI SURTIA MANGALI can continue to play a pivotal role in shaping the future of its students. The school’s success story is one of commitment and perseverance, serving as an inspiration for other rural schools facing similar challenges.