HSSGOVT.SILTARA

HSSGOVT.SILTARA: A Comprehensive Profile of a Rural Secondary School in Chhattisgarh, India

HSSGOVT.SILTARA, a government-run co-educational secondary school, serves the rural community of Patharia block in Mungeli district, Chhattisgarh. Established in 2008 under the Department of Education, the school offers classes from 9th to 12th standard, following the State Board curriculum for both 10th and 12th-grade examinations. The school's instruction medium is Hindi.

The school building, though lacking boundary walls and electricity, provides essential facilities for students and staff. Two functional toilets, one each for boys and girls, cater to the students' hygiene needs. Access to potable water is ensured through hand pumps. The school's infrastructure also includes a dedicated room for the head teacher/staff.

Despite its rural location, the school boasts a modern technological edge with four functional computers available for teaching and learning purposes. However, a computer-aided learning lab is absent, indicating potential for future development and technological upgrades.

The teaching staff comprises five teachers, three male and two female. The absence of pre-primary sections focuses the school's resources on providing quality secondary and higher secondary education.

Importantly, the school has undergone a relocation to a new site, showcasing its commitment to providing an improved learning environment for its students.

The school's rural setting also influences its operational aspects. The academic year commences in April, aligning with the regional climate and agricultural calendar. The school does not provide mid-day meals, reflecting its adherence to the prevailing education policies in the region.

Although the school lacks a library and playground, its dedicated teachers and available resources contribute to its role in providing quality secondary and higher secondary education to the local community. The presence of computers underscores a conscious effort to integrate technology into the curriculum, albeit without a dedicated computer lab.

The school's management remains committed to providing education to students in this rural setting, and despite the absence of certain amenities, its basic infrastructure supports its crucial role in community development.

The lack of a boundary wall and electricity presents opportunities for future improvement, potentially attracting additional resources and enhancing the school's overall functionality and safety.

The school's data underscores the need for continued support and development in rural education, highlighting the balance between existing resources and the potential for enhancement through infrastructural development and technological upgrades. The school’s existence, despite challenges, remains a testament to the dedication of the teaching staff and the importance of educational access in even the most remote areas.

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.