GOVT. HIGH SCHOOL SURNAR

GOVT. HIGH SCHOOL SURNAR was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in KATEKALYAN block of DANTEWADA district of Chhattisgarh. 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 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 No Boundary Wall 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 212 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. High School SurNar: A Comprehensive Overview

Govt. High School SurNar, located in the rural expanse of Katekalyan block, Dantewada district, Chhattisgarh, stands as a testament to educational access in a remote setting. Established in 1984 under the Department of Education, this co-educational institution caters to students from classes 9 to 10, offering secondary-level education. The school’s commitment to providing quality education is evident in its existing infrastructure and resources.

The school’s infrastructure, currently under construction, comprises a functional setup despite the ongoing development. While lacking a boundary wall, the school benefits from a reliable electricity connection, ensuring a conducive learning environment. The provision of one boys’ toilet and one girls’ toilet addresses essential sanitation needs. The presence of hand pumps guarantees access to potable drinking water for students and staff.

Further enhancing the learning experience, the school maintains a library stocked with 212 books, providing students with access to valuable resources beyond the classroom. While a playground is currently absent, the school’s management has prioritized other essential aspects of the learning environment. Notably, the school does not yet utilize computer-aided learning, reflecting the challenges faced in providing such resources in this rural area.

The medium of instruction at Govt. High School SurNar is Hindi, making it accessible to the local community. The school’s operational structure reflects the educational needs of the region, with the curriculum following the State Board for Class 10. The absence of a pre-primary section focuses the school’s resources on the secondary level students.

Despite the absence of certain amenities, the school’s commitment to education shines through. The dedication to providing essential facilities like toilets and a library speaks volumes about their priorities. The ongoing construction of the school building hints at future improvements and expansion plans that could further enhance the school’s capabilities.

The school’s accessibility is further improved by its all-weather road connection, enabling easy commutes for students and staff. The commencement of the academic year in April aligns with the regional calendar, demonstrating the school’s responsiveness to local needs. The school’s management actively works to address the challenges faced in providing quality education in a rural setting.

The lack of computer facilities underscores the need for further technological integration within the school, a potential area for future development and improvement. While the school operates without dedicated computer labs, the existing infrastructure and resources lay a solid foundation for future upgrades and expansion.

The absence of teachers mentioned in the provided data requires further investigation. The reported figures of zero teachers across all categories (male, female, head teacher, contract teachers) might indicate data entry errors. This necessitates verification to ascertain the actual staffing situation and facilitate appropriate support and resource allocation.

Looking ahead, the future development of Govt. High School SurNar offers a promising outlook. The ongoing construction of the school building and the commitment to providing essential facilities signal a positive trajectory. Addressing the gaps in technology and teacher resources will be critical to further enhancing the school’s educational capacity and ensuring a brighter future for its students.

In conclusion, Govt. High School SurNar serves as a vital educational institution in a rural setting, showcasing resilience and commitment despite infrastructural limitations. With continuous support and development, the school has the potential to become an even more significant contributor to the educational landscape of the Dantewada district.