GHS SEHAN DAUD

GHS SEHAN DAUD was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in DEHLON block of LUDHIANA district of Punjab. 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 N/A in nature and is not using school building as a shift-school. Punjabi 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 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 731 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 31 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

GHS SEHAN DAUD: A Comprehensive Profile of a Rural Punjab School

GHS SEHAN DAUD, a government-run upper primary and secondary school (classes 6-10), stands as a vital educational institution in the rural landscape of Punjab, India. Established in 1965, the school is managed by the Department of Education and serves the Dehlon block of Ludhiana district. Its commitment to education is evident in its facilities and dedicated teaching staff.

The school’s infrastructure is robust, featuring a pucca (permanent) building with three well-maintained classrooms designed for effective learning. The school also boasts a functional computer-aided learning lab equipped with 31 computers, showcasing its commitment to modern teaching methodologies. Further enhancing the learning environment are a well-stocked library containing 731 books and a playground for recreational activities. Electricity ensures a conducive learning atmosphere, while separate boys’ and girls’ toilets prioritize hygiene and safety.

The school’s teaching staff comprises eight dedicated educators: two male teachers and six female teachers, all committed to providing quality education. Punjabi serves as the medium of instruction, fostering a strong connection to the local culture and language. The school follows the State Board curriculum for class 10 and offers a different board for higher secondary education. Importantly, the school provides and prepares mid-day meals on its premises, ensuring students receive proper nourishment.

A key feature of GHS SEHAN DAUD is its co-educational environment, promoting inclusivity and equal opportunities for both boys and girls. The school’s rural location highlights its role in bridging the educational gap in underserved areas. The school’s dedication to providing a holistic education is evident in its comprehensive facilities.

The absence of a pre-primary section at GHS SEHAN DAUD reflects its focus on upper primary and secondary education. The school’s accessibility via an all-weather road ensures students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s commitment to providing a safe and supportive learning environment is evident in its facilities and infrastructure. The pucca boundary wall provides security, while the availability of electricity and functional toilets ensure a hygienic and comfortable learning space. The presence of a library, playground, and computer lab demonstrates a dedication to providing a comprehensive education beyond the classroom.

The school’s management by the Department of Education highlights its public nature and commitment to providing accessible education to the local community. This aligns with the broader goal of enhancing educational opportunities in rural areas.

Although the school lacks ramps for disabled children, the availability of other facilities and resources demonstrates a commitment to improving accessibility in the future. The data also shows that while a head teacher is indicated as missing from the report, this may be due to a data entry issue, rather than a reflection of the reality on the ground.

In conclusion, GHS SEHAN DAUD serves as a critical component of the educational infrastructure in rural Punjab. Its dedicated staff, comprehensive facilities, and commitment to providing a quality education underscore its vital role in the community. Further improvements to address the lack of ramps for disabled children and clarify the head teacher’s position would enhance the school’s already impressive contribution to the education of the region.