GSSS KHEDLIGURJAR

GSSS KHEDLIGURJAR was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in HINDAUN block of KARAULI 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 Not Applicable 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 18 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 Tap Water and it is functional. The school has 4 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has no playground. The school has a library and has 3783 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

GSSS KHEDLIGURJAR: A Comprehensive Overview of a Rural Rajasthan School

GSSS KHEDLIGURJAR, a government-run co-educational school in the rural area of HINDAUN block, KARAULI district, Rajasthan, offers a comprehensive education from classes 1 to 12. Established in 1957 under the Department of Education, this institution plays a vital role in the community, providing crucial educational opportunities to students in the region.

The school boasts 18 well-maintained classrooms, ensuring ample space for learning. Its infrastructure includes a functional library housing an impressive collection of 3783 books, fostering a love for reading among students. The school’s commitment to accessibility is evident in its provision of ramps for disabled children, ensuring inclusivity within the learning environment. Further enhancing the learning experience, the school possesses 10 functional computers, though it currently lacks a dedicated computer-aided learning lab.

The school’s teaching staff consists of 14 male teachers, dedicated to providing quality education using Hindi as the primary medium of instruction. The school follows the State Board curriculum for both class 10th and 10+2 examinations, equipping students with the necessary skills for future academic pursuits. Meals are provided to students, although they are not prepared on the school premises.

The school building itself is a government-provided structure with a pucca but broken boundary wall. Despite this, the school benefits from a reliable electricity connection and a readily available supply of tap water, crucial for the daily functioning of the institution. While the school has four functional boys’ and four functional girls’ toilets, a playground is currently lacking, representing a potential area for future development.

The school’s commitment to education extends beyond the classroom, with a focus on providing a supportive and inclusive environment. The absence of a pre-primary section and the lack of computer-aided learning facilities present opportunities for future expansion and enhancement of the school’s resources.

The school’s location in a rural setting underscores its vital role in providing education to children who may have limited access to other educational opportunities. Its dedicated staff and existing resources contribute significantly to the community’s educational landscape.

GSSS KHEDLIGURJAR’s history, spanning several decades, reflects a continued commitment to serving the educational needs of the local population. The school’s management, under the Department of Education, ensures adherence to government standards and provides a framework for consistent improvement.

The school’s accessibility, despite infrastructure limitations, is a testament to its commitment to serving all students. The availability of ramps demonstrates a proactive approach to inclusivity, allowing students with disabilities to fully participate in the learning process. This dedication to accessibility and inclusivity reflects positively on the school’s ethos.

The provision of mid-day meals, though prepared externally, highlights the school’s dedication to supporting the students’ overall well-being. This added support underscores the school’s comprehensive approach to education, extending beyond academics to address the nutritional needs of the student body.

Looking forward, opportunities exist for expanding the school’s facilities. The addition of a playground, a computer-aided learning lab, and possibly a pre-primary section could further enhance the educational experience and broaden the school’s appeal to the community it serves. This forward-looking perspective demonstrates a commitment to continuous improvement and modernization.