GHSS SULKHANIYA BADA (SULKHANIYA CHOTA)

GHSS SULKHANIYA BADA (SULKHANIYA CHOTA) was established in 1970 and it is managed by the Department of Education. It is located in Rural area. It is located in RAJGARH block of CHURU 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 Non-Ashram type (Govt.) 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 5 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 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 610 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

GHSS SULKHANIYA BADA (SULKHANIYA CHOTA): A Comprehensive Profile of a Rural Rajasthan School

GHSS SULKHANIYA BADA (SULKHANIYA CHOTA), a government-run co-educational school in the rural heart of Rajasthan, offers a comprehensive education from primary to higher secondary levels (classes 1-12). Established in 1970 under the Department of Education, this institution plays a vital role in the community, providing schooling to students in the RAJGARH block of CHURU district. Its location in a rural setting underscores its significance in bridging the educational gap in underserved areas.

The school boasts five well-maintained classrooms, facilitating effective learning for its students. While lacking a playground, the school compensates with a library containing a significant collection of 610 books, fostering a love for reading and independent learning amongst its pupils. The presence of both boys’ and girls’ toilets ensures basic sanitation facilities are available, crucial for creating a supportive and hygienic learning environment.

Instruction is primarily conducted in Hindi, catering to the local language needs of the students. The school’s infrastructure includes a pucca boundary wall and a reliable electricity connection, providing a secure and functional learning space. Importantly, the school actively participates in the mid-day meal program, ensuring students receive nutritious meals prepared on the school premises. This initiative tackles food insecurity and promotes consistent school attendance.

The teaching staff comprises a dedicated team of eleven educators, including seven male teachers and four female teachers, led by Head Teacher UMMED SINGH. These educators work diligently to provide quality education to the students, utilizing ten functional computers to aid in their teaching methodologies. However, the school currently lacks a computer-aided learning lab, highlighting an area for potential future development and improvement.

The school operates under the State Board curriculum for both class 10 and 12 examinations, aligning its educational standards with state-level assessments. Its commitment to comprehensive education is further demonstrated by its use of the Hindi language as the primary medium of instruction, ensuring accessibility and understanding for all students. The school building is government-owned, reflecting the public investment in education in the region.

The absence of drinking water facilities within the school premises underscores a critical need for improvement. Addressing this issue is paramount to ensure student well-being and promote a healthier learning environment. The lack of ramps presents a barrier to accessibility for students with disabilities, highlighting another area requiring attention to foster inclusivity.

The school’s location, though rural, is accessible via an all-weather road, ensuring consistent attendance irrespective of weather conditions. The fact that it is a non-residential school means that students commute daily, requiring a reliable transportation system within the community. The April start to the academic year aligns with the general school calendar in the region.

With its substantial library and dedicated staff, the school strives to provide a strong educational foundation. However, the absence of computer-aided learning, drinking water facilities, and accessibility features for disabled students present opportunities for growth and improvement. Addressing these infrastructural needs would significantly enhance the school’s ability to provide a holistic and inclusive educational experience.

The data provided reveals a picture of GHSS SULKHANIYA BADA as a functional institution working within its limitations. Strategic investments in improving infrastructure and resource availability would significantly bolster its capacity to provide a truly comprehensive and equitable education for all students in the region. Continuous assessment and upgrades are vital to ensure the school remains a beacon of educational opportunity for generations to come.