INDRA SEC.SCHOOL. BORAJ

INDRA SEC.SCHOOL. BORAJ was established in 1974 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SRI NAGAR block of AJMER district of Rajasthan. The school consists of Grades from 1 to 10. The school is Co-educational and it 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 Private 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 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 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a 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 5 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Indra Sec. School, Boraj: A Comprehensive Overview

Indra Sec. School, Boraj, a private co-educational institution located in the rural area of the Ajmer district in Rajasthan, India, has been providing education since its establishment in 1974. The school, managed privately and unaided, offers a comprehensive curriculum spanning classes 1 through 10, with an attached pre-primary section catering to younger learners. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes eight well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a designated space for the head teacher. The school boasts a pucca boundary wall and reliable electricity access, ensuring a safe and conducive learning environment. A playground is also available for students’ recreational needs, fostering physical activity and social interaction. The presence of five functional computers further enhances the learning experience, though the school currently lacks a dedicated computer-aided learning lab.

The school’s commitment to quality education is evident in its dedicated faculty. The teaching staff comprises a team of 14 educators, including two male teachers and 12 female teachers, along with two additional teachers for the pre-primary section. The school follows the State Board curriculum for class 10. Notably, the school does not provide mid-day meals. The school has separate, functional toilet facilities for boys and girls (three each). The absence of a library currently limits access to reading materials.

Accessibility remains a consideration, as the school lacks ramps for disabled children. However, its location is accessible via an all-weather road, ensuring convenient commuting for students and staff. The school operates on an academic calendar commencing in April. The school building is a private structure. Importantly, the school is not residential and does not operate as a shift school.

The school’s commitment to providing quality education in a rural setting is commendable. Its facilities, though not extensive, provide a functional learning environment. The dedicated and numerous female teachers suggest a strong focus on education for girls in the community. The availability of a playground is a positive factor, promoting balanced development. The school’s focus on Hindi instruction ensures it caters to the linguistic needs of its student body.

While the lack of a library and computer-aided learning facilities might be viewed as areas for potential improvement, the presence of computers itself demonstrates an effort to integrate technology into education. The school’s non-residential nature allows parents to assume primary responsibility for their children’s well-being outside of school hours. The school’s long history indicates its enduring contribution to the local community.

Future development could include establishing a library to promote reading habits, setting up a computer-aided learning lab for improved technological integration, and implementing a mid-day meal program to address nutritional needs. The addition of ramps for disabled access would further enhance inclusivity. Nevertheless, Indra Sec. School, Boraj, actively serves the educational requirements of its community, providing a foundation for students’ growth and success.

The school’s location in a rural area underscores its vital role in providing educational opportunities to students who might otherwise have limited access. The private management and unaided status highlight the commitment of individuals and stakeholders to the school’s mission. The considerable number of female teachers signifies the school’s contribution to female empowerment in the region.

The school’s information is publicly accessible. Further inquiries about admission, curriculum, or other related matters can be directed to the school administration directly. This data aims to provide a thorough insight into Indra Sec. School, Boraj and its services to the community. The absence of certain features does not diminish the school’s dedication to delivering quality education in its particular context.