GHS TIGRA

GHS Tigra: A Comprehensive Profile of a Rural Haryana School

GHS Tigra, a government-run upper primary and secondary school (classes 6-10), stands as a vital educational institution in the rural landscape of Haryana. Established in 1953 under the Department of Education, it serves the community of Ateli block in Mahendragarh district. Its dedication to providing quality education is evident in its various facilities and resources.

The school's infrastructure includes three well-maintained classrooms, ensuring sufficient space for effective teaching. The presence of a library stocked with 1050 books underscores the school's commitment to fostering a love of reading and learning beyond the curriculum. Access to clean drinking water through a functional tap water system guarantees the students' health and well-being. Furthermore, the provision of ramps ensures accessibility for students with disabilities.

Technological advancements are also integrated into the learning environment. The school boasts a computer-aided learning lab equipped with 26 computers, facilitating modern and interactive teaching methods. This commitment to technology ensures that students have access to the tools necessary to succeed in the 21st century.

The school's faculty comprises eight teachers, including seven male and one female teacher, all dedicated to providing quality instruction. The medium of instruction is Hindi, ensuring that students are taught in their native language. Meals are provided and prepared on-site, addressing the nutritional needs of the students and alleviating concerns about food security.

GHS Tigra is a co-educational institution, offering equal educational opportunities to both boys and girls. The school’s commitment to inclusivity is further strengthened by the presence of four boys’ toilets and eight girls’ toilets, emphasizing hygiene and sanitation. The school's operational efficiency is complemented by its reliable electricity supply, enhancing the learning environment and facilitating the use of technology.

While the school lacks a boundary wall and playground, its strengths lie in its academic focus and the dedication of its staff. The school follows the State Board curriculum for class 10, providing students with a strong foundation for further studies. The absence of a pre-primary section and the fact that it is not a residential school reflect its current focus on upper primary and secondary education.

The school's location in a rural area highlights its crucial role in bridging the educational gap and providing access to quality education in underserved communities. The availability of all-weather road access improves accessibility for students and staff. The school's academic session, commencing in April, aligns with the standard academic calendar.

GHS Tigra's commitment to providing a holistic educational experience is commendable. The availability of resources, the dedicated teaching staff, and the focus on accessibility demonstrates the school’s efforts to create a conducive learning environment. This dedication to education in a rural setting is vital for the overall development of the community.

The school's infrastructure, while not expansive, is functional and effectively utilized to maximize the learning experience. The combination of classroom learning, library access, computer-aided learning, and a commitment to inclusivity paints a picture of a school actively striving to empower its students. The absence of certain amenities, such as a playground, does not detract significantly from its ability to provide quality education.

In conclusion, GHS Tigra serves as a model of effective education delivery in a rural setting. Its strengths lie in its strong academic focus, dedicated teachers, and its commitment to inclusivity and accessibility. While further improvements are always possible, the school’s present standing reflects its commitment to providing quality education to the children of its community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.