GOVT. HIGHER SECONDARY SCHOOL GIRLS DARIMA

GOVT. HIGHER SECONDARY SCHOOL GIRLS DARIMA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in AMBIKAPUR block of SURGUJA district of Chhattisgarh. The school consists of Grades from 9 to 12. The school is Girls 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 Government 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 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 0 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 219 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Govt. Higher Secondary School Girls Darima: A Comprehensive Overview

Govt. Higher Secondary School Girls Darima, a government-run institution established in 1997, serves the rural community of Ambikapur block in Surguja district, Chhattisgarh. Managed by the Department of Education, this girls’ school offers secondary and higher secondary education (grades 9-12), playing a vital role in the educational landscape of the region.

The school’s infrastructure includes a pucca building with a functional library boasting 219 books, a playground conducive to extracurricular activities, and hand pumps providing a reliable source of drinking water. The presence of a computer-aided learning lab equipped with a single computer underscores the school’s commitment to incorporating modern technology into the curriculum. Three functional girls’ toilets ensure adequate sanitation facilities.

A dedicated staff of 14 teachers, comprising 6 male and 8 female educators, guides the students. The head teacher, Shri R.L. Mishra, leads the team. The instruction medium is Hindi, reflecting the local linguistic context. The school follows the State Board curriculum for both class 10th and 10+2 examinations.

The school’s operational efficiency is evident in its reliable electricity supply and well-maintained pucca boundary wall. Importantly, the school operates on a single shift, utilizing its resources effectively. Accessibility is ensured by its location along an all-weather road. The academic year commences in April, aligning with the broader educational calendar.

The school’s commitment to inclusivity, while not yet fully realized, is highlighted by the absence of ramps for disabled students. Future development plans may consider adding these essential accessibility features.

The data reveals that the school currently operates without contract teachers, and midday meals are not currently provided. Further investigation into the factors behind this would provide a more holistic understanding of the school’s operational context.

The lack of pre-primary sections indicates that the school primarily caters to the older age groups. This focus allows for specialization in secondary and higher secondary education.

Given the school’s rural setting and the provision of quality secondary and higher secondary education, its significance to the community is substantial. It plays a pivotal role in providing opportunities to young girls in this area.

The school’s management demonstrates dedication to imparting quality education through qualified teachers and a reasonably equipped facility. The institution serves as a vital contributor to the development and empowerment of girls in the rural community it serves. Its continued growth and improvement will likely contribute to further educational advancement in the region.

Further improvements, such as the addition of ramps for disabled accessibility, and exploration of providing midday meals, could enhance the school’s overall capacity and inclusiveness, further benefiting the student body. This ongoing evolution reflects the dedication to improving educational standards and opportunities for girls in the community.