GOVT MODEL HSS HANUMANA

GOVT MODEL HSS HANUMANA was established in 2011 and it is managed by the Department of Education. It is located in Urban area. It is located in HANUMANA block of REWA district of Madhya Pradesh. The school consists of Grades from 9 to 12. 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 Under Construction 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 Pucca But Broken 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 30 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 Not Applicable providing mid-day meal.

Govt. Model HSS Hanumana: A Detailed Overview

Govt. Model HSS Hanumana, established in 2011, is a co-educational secondary and higher secondary school (grades 9-12) located in the urban area of Hanumana, Rewa district, Madhya Pradesh. Managed by the Department of Education, this institution serves a vital role in the community, providing education to students in the region.

The school’s infrastructure is currently under construction. While the building is not yet complete, it boasts a functional playground, a library containing 30 books, and essential facilities such as a well providing drinking water, and separate boys’ and girls’ toilets. The school’s sturdy, albeit damaged, pucca boundary wall ensures a degree of security.

The school’s academic structure follows the State Board curriculum for both class 10th and 12th. Instruction is imparted in Hindi, with a teaching staff comprising three male teachers. The school operates within a clearly defined academic year starting in April. The school does not offer pre-primary education, nor does it provide mid-day meals.

Despite being located in an urban area, the school’s accessibility remains consistent throughout the year, facilitated by all-weather roads. This accessibility contributes significantly to its role as a cornerstone of the community’s educational infrastructure.

The school’s resources, while limited, are effectively utilized. The availability of a library, even with a modest collection, emphasizes the importance placed on reading and learning beyond the classroom. The presence of a playground also underscores the commitment to the holistic development of students.

The lack of computer-aided learning and computers in the school highlights a need for further development in its technological resources. The school’s future growth and expansion will likely benefit significantly from investing in these areas to better equip students for the digital age.

The school’s relatively young age explains the ongoing building construction. As the facility develops, it will further enhance the learning environment, providing students with a more comprehensive and conducive space for academic pursuits.

The school’s management, under the Department of Education, works diligently to provide quality education despite its resource limitations. Their commitment to providing education is apparent in their dedication to keeping the school operational.

The availability of separate functional toilets for boys and girls underlines the school’s dedication to providing a safe and inclusive environment for all students. This commitment to safety extends beyond the classrooms, fostering a supportive learning atmosphere.

In conclusion, Govt. Model HSS Hanumana stands as a testament to the ongoing efforts to provide education in underserved communities. While facing challenges in infrastructure and resources, the school’s dedication to its students and its commitment to academic excellence remain evident. Future investments in facilities and technology will undoubtedly enhance the school’s ability to serve the community even better.