GOVT S.S.S. SINGHAWALI BARE

GOVT S.S.S. SINGHAWALI BARE was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in DHOLPUR block of DHAULPUR 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 6 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 Hand Pumps 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 295 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.

Govt. S.S.S. Singhawali Bare: A Comprehensive Overview

Govt. S.S.S. Singhawali Bare, a government-run co-educational school in the rural area of Dholpur district, Rajasthan, has been educating students since its establishment in 1978. Managed by the Department of Education, it offers a comprehensive education from Class 1 to Class 12, using Hindi as the primary medium of instruction. The school’s commitment to providing quality education is evident in its well-defined structure and facilities.

The school building, while government-provided, features six classrooms in good condition, ensuring ample space for learning. The school’s infrastructure also includes separate facilities for non-teaching activities and a designated room for the headmaster/teacher, reflecting a structured organizational approach. The school’s boundary wall, although described as “Pucca But Broken,” points to a need for maintenance and repair to enhance safety and security.

Despite the imperfect infrastructure, the school boasts essential amenities. Electricity ensures a conducive learning environment, while hand pumps provide a reliable source of drinking water. Separate functional boys’ and girls’ toilets address basic sanitation needs. A library, stocked with 295 books, provides valuable resources for students to expand their knowledge beyond the classroom. Importantly, ramps are available for disabled students, promoting inclusivity.

The school’s academic structure is aligned with the State Board, catering to both Class 10th and 10+2 examinations. Nine male teachers form the core faculty, contributing to a robust teaching force dedicated to student learning. The school also provides and prepares mid-day meals on its premises, ensuring students’ nutritional needs are met.

The school’s commitment to providing a holistic education is further emphasized by its location on an all-weather road, ensuring accessibility throughout the year. The academic session, which begins in April, follows a standard calendar, ensuring consistency and adherence to educational norms.

The lack of a pre-primary section and playground, along with the absence of computers and computer-aided learning, highlight areas where improvements could be made to enhance the school’s overall facilities and capabilities. These could be targeted areas for future development and investment.

While lacking in some modern amenities, the school’s dedication to providing basic education is evident. The commitment from the nine male teachers, and the provisions of midday meals and a library point to a focused approach on the core elements of education.

Future improvements in the school infrastructure could significantly enhance the overall learning experience. Addressing the condition of the boundary wall, potentially adding a playground, and incorporating computer-aided learning would bolster the school’s capabilities.

The Govt. S.S.S. Singhawali Bare stands as a testament to the reach of government education in rural areas, providing foundational education and fostering learning among its students. Continued investment in its facilities and resources would further its potential to become an even stronger contributor to the community’s educational advancement.

In summary, Govt. S.S.S. Singhawali Bare provides a crucial educational service to the community, despite its limitations. With focused investment in improving its infrastructure, the school has the potential to significantly enhance its educational offerings and create a more enriched learning environment for its students.