GHS DUBDA

GHS DUBDA was established in 2011 and it is managed by the Department of Education. It is located in Rural area. It is located in JOUNPUR block of TEHRI GARHWAL district of Uttarakhand. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A 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 0 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 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 107 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.

GHS Dubda: A Rural Secondary School in Uttarakhand

GHS Dubda, a government-run secondary school, stands as a vital educational institution serving the rural community of Tehri Garhwal district in Uttarakhand, India. Established in 2011 under the Department of Education, the school plays a crucial role in providing secondary education to students in the area.

Infrastructure and Facilities:

The school operates within a government-owned building, featuring a functional boys’ and girls’ toilet each. A library stocked with 107 books provides students with access to essential learning resources. The school boasts a reliable tap water supply, ensuring access to clean drinking water for students and staff. Importantly, the school is equipped with ramps for disabled students, promoting inclusivity. While the school building lacks a playground, the presence of a partial boundary wall offers a degree of security. The school benefits from a reliable electricity connection, supporting teaching and learning activities.

Academics and Teaching Staff:

GHS Dubda caters to students from classes 9 to 10, following the State Board curriculum. The school’s teaching staff comprises five dedicated educators—three male teachers and two female teachers—who provide instruction primarily in Hindi. The school provides mid-day meals prepared on-site, addressing students’ nutritional needs.

Educational Approach and Accessibility:

The school follows a co-educational model, welcoming students of both genders. It is easily accessible by all-weather roads, ensuring students can attend regularly regardless of weather conditions. The school’s academic year commences in April, aligning with the broader educational calendar.

Further Development and Growth:

While the school provides fundamental educational services, areas for potential development remain. The absence of computer-aided learning facilities and a lack of computers present opportunities for technological advancement. Expanding the existing infrastructure with more classrooms and a playground could significantly enhance the learning environment.

Community Impact and Importance:

GHS Dubda serves as a cornerstone of its community, providing essential secondary education to rural students who might otherwise lack access to such opportunities. Its contributions to the community extend beyond academics, fostering literacy, social development, and overall educational advancement within the region.

Conclusion:

GHS Dubda, despite its challenges, represents a significant investment in education within a rural setting. By continuing to provide quality education and pursuing future growth and development opportunities, the school can continue to play a critical role in shaping the lives of its students and contributing to the larger community of Tehri Garhwal. The school’s commitment to inclusion, as evidenced by the ramps for disabled students, exemplifies a dedication to creating a welcoming and supportive environment for all learners.

Keywords: GHS Dubda, Uttarakhand, secondary school, rural education, government school, education in India, co-educational, State Board, Hindi medium, school infrastructure, library resources, accessibility, inclusive education.