GOV SECONDARY SCHOOL, SULIYA

GOV SECONDARY SCHOOL, SULIYA: A Detailed Profile

GOV SECONDARY SCHOOL, SULIYA, established in 2009, serves the rural community of KAPARADA block in VALSAD district, Gujarat. Managed by the Department of Education, this co-educational secondary school caters to students from classes 9 to 10, offering a crucial stage of education in the region. The school's infrastructure, while functional, presents certain challenges, highlighting areas where improvements could significantly enhance the learning environment.

Instruction at GOV SECONDARY SCHOOL, SULIYA is conducted in Gujarati, reflecting the local linguistic context. The school employs one female teacher, dedicated to providing quality education to its students. Meals are provided to students, although not prepared on the school premises. The absence of additional teaching staff underscores the need for increased resources to adequately support the existing educator's efforts and provide a more comprehensive learning experience.

The school building, though government-provided, is described as "Pucca But Broken," indicating a need for structural maintenance and repairs. The lack of a playground and library further limits extracurricular activities and learning opportunities beyond the classroom. While a well provides drinking water, the absence of computers and computer-aided learning hinders access to modern educational tools.

The presence of one boys' toilet and one girls' toilet indicates a basic level of sanitation, but the lack of additional facilities could become a challenge as student numbers increase. The school's boundary wall, described as "Pucca But Broken," reinforces the need for ongoing maintenance to ensure the safety and security of students and staff.

The absence of a pre-primary section and the lack of ramps for disabled children indicate limitations in catering to a diverse student population. These aspects highlight areas where future development could significantly broaden the school's inclusivity and accessibility.

The school's reliance on a single well for drinking water emphasizes the importance of ensuring its continued functionality and exploring potential alternative sources to ensure reliable access to clean water for all students and staff. The school's location in a rural area may present logistical challenges in accessing certain resources and support systems.

The school's dependence on a single teacher highlights the need for increased staffing levels to provide adequate support and reduce the workload on the existing educator. The lack of computers and technological resources limits students' exposure to modern educational tools and methodologies. This deficiency underscores the importance of investing in technological infrastructure to enhance the overall learning experience.

The absence of a library and the lack of playground facilities limit the school's ability to provide a well-rounded education that encompasses both academic and extracurricular activities. These limitations emphasize the need for investment in resources to enrich the students' educational journey and provide a more holistic learning environment.

The "Pucca But Broken" condition of the school building and boundary wall highlights the need for consistent maintenance and repair to ensure the safety and security of the learning environment. Addressing these infrastructural deficiencies is crucial in creating a conducive environment for effective teaching and learning.

In conclusion, GOV SECONDARY SCHOOL, SULIYA, while fulfilling a vital role in its community, faces challenges related to infrastructure, resources, and staffing. Addressing these issues through targeted investment and support will enable the school to better serve its students and provide a more comprehensive and enriching educational experience. Further improvements in infrastructure, resource allocation, and staffing will significantly improve the quality of education delivered at this essential rural institution.

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.