GHS ATALI

GHS ATALI was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in BALLABGARH block of FARIDABAD district of HARYANA. The school consists of Grades from 6 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 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 Partial boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 5 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 1572 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 22 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

GHS Atali: A Comprehensive Profile of a Rural Haryana School

GHS Atali, a government-run upper primary and secondary school (grades 6-10), stands as a vital educational institution in the rural landscape of Faridabad district, Haryana. Established in 1963 under the Department of Education, the school serves as a cornerstone of the community, providing crucial learning opportunities to students in the Ballabgarh block. Its unique blend of resources and features makes it a noteworthy example of rural education in India.

The school’s infrastructure, while not lavish, is functional and supportive of its educational mission. The three classrooms are described as being in good condition, supplemented by additional rooms for non-teaching activities. The school boasts a partial boundary wall, ensuring a degree of security and separation from the surrounding environment. Reliable electricity ensures a consistently functional learning environment, augmented by a well-functioning computer lab equipped with 22 computers, supporting computer-aided learning initiatives.

The availability of a library, stocked with 1572 books, underscores the school’s commitment to fostering a love of reading and providing access to diverse learning materials. The presence of a playground indicates a commitment to physical activity and holistic child development, balancing academic learning with recreational opportunities. The school also prioritizes accessibility, providing ramps for disabled children, ensuring inclusive access to educational resources.

The school’s teaching staff comprises eleven teachers, nine male and two female, dedicated to providing quality education to its students. Instruction is delivered primarily in Hindi, reflecting the local linguistic context. The school follows the State Board curriculum for Class 10, providing students with a recognized academic pathway. A crucial aspect of the school’s operation is its provision of midday meals, although these are not prepared on the school premises.

Sanitary facilities are available, including five boys’ toilets and two girls’ toilets. The school utilizes a well as its drinking water source, ensuring access to clean and safe water for students and staff. This underscores a commitment to the health and well-being of the student body, a key component of successful learning.

The school’s location in a rural area highlights the importance of its role in providing education to students in underserved communities. It serves as a central hub for learning and development within its geographical area. The school’s commitment to providing a safe and conducive learning environment is evident in the resources and infrastructure available to students.

The administration of GHS Atali functions under the Department of Education, ensuring adherence to established educational standards and guidelines. The school does not operate a residential program, and does not have a pre-primary section. Its focus remains on providing a robust upper primary and secondary education to the students within its catchment area.

The school’s successful operation, considering its resource allocation and location, serves as a model for rural education. The thoughtful integration of computer-aided learning and a well-stocked library demonstrates a progressive approach to education. The commitment to providing clean water and sanitary facilities underscores the school’s commitment to holistic student well-being.

GHS Atali’s consistent operation since 1963 speaks to its lasting impact on the community. Its dedication to quality education, despite its resource constraints, highlights the resilience and importance of rural schools in bridging the educational gap. The school’s commitment to inclusive practices, evidenced by the provision of ramps for disabled students, shows a forward-thinking and inclusive approach to education.

In conclusion, GHS Atali presents a compelling case study of a rural school effectively delivering quality education within its limitations. The school’s dedication to its students, its resourceful use of available resources, and its commitment to inclusive practices make it a valuable asset to the community it serves. Its long-standing operational history speaks to its resilience and contribution to educational advancement in the region.