GSS KHILARIYA NADA

GSS KHILARIYA NADA was established in 1989 and it is managed by the Department of Education. It is located in Rural area. It is located in MAKRANA block of NAGAUR district of Rajasthan. The school consists of Grades from 6 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 3 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 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 no playground. The school has no library and has 0 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 KHILARIYA NADA: A Comprehensive Overview of a Rural Rajasthan School

GSS KHILARIYA NADA, a government-run upper primary and secondary school (classes 6-10), stands as a vital educational institution in the rural landscape of Rajasthan. Established in 1989 under the Department of Education, it serves the Makrana block of Nagaur district. The school’s commitment to education is evident in its dedicated team of five male teachers, who provide instruction in Hindi.

The school’s infrastructure includes a government building equipped with three classrooms, all maintained in good condition. While lacking a boundary wall, the school benefits from an electricity connection, ensuring a conducive learning environment. The school’s commitment to hygiene is demonstrated by the provision of one boys’ toilet and one girls’ toilet, both functional and essential for the students’ well-being. However, the school currently lacks a library, playground, and computer-aided learning facilities. Notably, ramps for disabled students are in place, demonstrating a commitment to inclusivity. The absence of a library and computer lab highlights areas for potential improvement and future development.

The school’s operational aspects reveal its commitment to students’ holistic development. The provision of midday meals, prepared on the school premises, addresses crucial nutritional needs. The school operates on a co-educational basis, serving both boys and girls within its community. Transportation should not be a significant barrier, as the school is accessible via an all-weather road. The academic calendar commences in April, aligning with the broader educational system in the region.

The school’s location in a rural setting underscores its crucial role in providing educational opportunities within the community. Its accessibility is facilitated by its location on an all-weather road. The school’s infrastructure, while adequate in certain aspects, highlights areas for potential improvement. The lack of a library and computer lab represent opportunities to enhance the educational experience further, while the provision of midday meals and accessible toilets highlights existing positive aspects.

The absence of a boundary wall may pose security concerns. This emphasizes the need to consider appropriate safety measures. The provision of ramps for disabled access stands as a positive aspect, reflecting the school’s commitment to inclusivity. The absence of a pre-primary section suggests a focus solely on the upper primary and secondary levels of education, catering to students within those specific age groups.

The school’s commitment to providing a functional learning space is evident in its maintained classrooms and essential facilities. The school’s management by the Department of Education ensures compliance with government standards and guidelines. However, the need for improvements is clear. Adding resources such as a library, playground, computer facilities, and a boundary wall could significantly benefit the students and enrich their learning experiences.

The school’s long history since its establishment in 1989 demonstrates its enduring role within the community. Its location in a rural area emphasizes the importance of providing educational opportunities in less developed regions. The school’s dedication to students’ well-being through the provision of midday meals and appropriate sanitation is commendable.

The school’s reliance on Hindi as the primary medium of instruction reflects the local linguistic landscape and ensures accessibility for students. The absence of female teachers is a point to be addressed to promote gender balance and diversity within the teaching staff. The provision of a separate room for the head teacher ensures appropriate administrative space.

The school’s status as a non-residential institution emphasizes its role as a daily learning center within the immediate community. Its operational structure within the government framework underlines its commitment to providing quality education in a structured environment. The school’s geographic coordinates, 27.02855810 latitude and 74.71462100 longitude, provide precise location information for potential visitors and stakeholders.

In conclusion, GSS KHILARIYA NADA serves a vital purpose in the educational landscape of rural Rajasthan. While the school possesses functional facilities and a dedicated teaching staff, opportunities for improvement exist. The addition of a library, computer lab, and playground, along with strengthening certain aspects of security, could significantly enhance the learning experience. The school’s long history, commitment to midday meals, and provision of essential facilities all indicate a dedication to the education and well-being of its students.