UGHS Subalada

UGHS Subalada was established in 1935 and it is managed by the Department of Education. It is located in Rural area. It is located in R.UDAYAGIRI block of GAJAPATI district of Orissa. 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 N/A in nature and is not using school building as a shift-school. Odia 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 doesn’t 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 507 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.

UGHS Subalada: A Comprehensive Look at a Rural Odisha School

UGH Subalada, located in the heart of Odisha, is a government-run school serving the local community. Its code, 21200721301, identifies it as a vital educational institution within the state’s infrastructure. With a focus on primary, upper primary, and secondary education (grades 1-10), UGHS Subalada provides essential learning opportunities for children in the surrounding area.

The school boasts a robust infrastructure, including three classrooms, separate toilets for boys and girls, a library with a collection of 507 books, and a playground for students’ recreational activities. While the school does not have a boundary wall or electricity, it does have a library, offering students access to valuable resources. The lack of a boundary wall could be addressed to enhance security and provide a sense of enclosure for the school grounds.

UGH Subalada is a co-educational institution, fostering a welcoming environment for both boys and girls. It is managed by the Department of Education and was established in 1935, reflecting a long history of providing education to the community. Notably, the school provides meals for its students, prepared within its premises, ensuring nutritional support for learning.

The school’s academic focus is evident in the dedicated staff. It employs a total of seven teachers, comprising three male and four female teachers. Instruction is provided in Odia, making it accessible to the local community. The school follows the “Others” board for both Class 10 and 10+2, signifying a broader curriculum and educational framework. While there is no pre-primary section available, the school’s comprehensive approach to education makes it a valuable resource for the local community.

The school’s rural setting provides a unique learning experience for students, offering a different perspective and a connection to the surrounding environment. The lack of a boundary wall and electricity poses challenges, highlighting the need for continued development and improvement.

UGH Subalada’s commitment to providing quality education is further strengthened by its library and playground. These facilities promote both academic learning and healthy physical development, enriching the overall experience for students.

As a government-run institution, UGHS Subalada plays a crucial role in empowering the community through education. By fostering a supportive environment and providing access to knowledge, the school contributes to the socio-economic development of the region. Continued efforts towards infrastructure improvements, particularly regarding a boundary wall and electricity, would further enhance the school’s capacity to provide a conducive learning environment for its students.