GSS DHOLERAO KALAN

GSS DHOLERAO KALAN was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in MERTACITY block of NAGAUR district of Rajasthan. The school consists of Grades from 1 to 10. 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 8 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 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 a playground. The school has a library and has 274 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.

GSS Dholerao Kalan: A Comprehensive Profile of a Rural Rajasthan School

GSS Dholerao Kalan, a government-run co-educational school in the rural heart of Rajasthan, stands as a testament to the dedication to education in even the most remote areas. Established in 1972 under the Department of Education, this primary, upper primary, and secondary school (classes 1-10) serves the community of Dholerao Kalan, located in the Merta City block of Nagaur district. The school’s Hindi-medium instruction caters to the local linguistic needs, ensuring accessibility for all students.

The school’s infrastructure comprises a government-built structure, featuring eight classrooms in good condition, perfectly suited for effective learning environments. These classrooms are complemented by additional rooms for non-teaching activities and a dedicated space for the school’s administration. A pucca but broken boundary wall surrounds the school, providing a semblance of security while highlighting a need for repair and maintenance. Electricity ensures the smooth operation of the school, while a functional playground and library enrich the students’ experience outside the classroom. The library, boasting a collection of 274 books, provides invaluable resources for learning and research.

The school’s commitment to its students’ well-being is demonstrated through the provision of a midday meal, prepared and provided on the school premises. The availability of separate boys’ and girls’ toilets further contributes to a safe and inclusive environment. However, the absence of drinking water facilities within the school presents a considerable challenge and necessitates immediate attention.

The teaching staff at GSS Dholerao Kalan consists of nine male teachers, providing dedicated instruction to the students. While the school offers classes from 1 to 10, there is no pre-primary section, and the school’s academic board for class 10 is the State Board, while the board for higher secondary is “Others”.

The school’s accessibility is further enhanced by its location along an all-weather road, ensuring consistent access for students and staff alike. The school follows the standard academic calendar, commencing its academic sessions in April, aligning with the regional norms.

Despite its strengths, GSS Dholerao Kalan faces several challenges. The lack of drinking water is a significant concern, requiring immediate attention and potential solutions such as installing a well or connecting to a water pipeline. Furthermore, the absence of computers and a computer-aided learning lab highlights the need for modernization and integration of technology into the teaching process.

The absence of ramps also underscores the need for enhanced accessibility for students with disabilities. Addressing these infrastructural and resource-related challenges would greatly enhance the quality of education provided at GSS Dholerao Kalan and improve the overall learning experience for all its students.

In conclusion, GSS Dholerao Kalan plays a vital role in providing education to the rural population of Dholerao Kalan. While the school demonstrates admirable commitment and dedication, addressing the identified challenges related to infrastructure and resources will allow it to better serve its students and enhance the educational outcomes in this community. Continued support and investment are necessary to ensure this school continues to provide a nurturing learning environment for generations to come.