CHERKIAGUDA PROJ PS

CHERKIAGUDA PROJ PS was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in KUNDRA block of KORAPUT district of Orissa. The school consists of Grades from 1 to 5. 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 2 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 Hand Pumps 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 no playground. The school has a library and has 111 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.

CHERKIAGUDA PROJ PS: A Primary School in Odisha

CHERKIAGUDA PROJ PS is a government-run primary school located in Odisha, India. Serving students from Class 1 to Class 5, this school offers a co-educational environment, catering to the needs of boys and girls alike. The school was established in 2003 and is situated in a rural area.

Despite its rural setting, the school boasts a library stocked with 111 books, providing valuable resources for students’ learning. The school also provides drinking water through hand pumps, ensuring access to this essential resource for students and staff.

The school’s academic focus is on primary education, with Odia as the primary language of instruction. The school has a dedicated team of two male teachers, who are responsible for imparting knowledge and nurturing the young minds entrusted to their care. The school’s management falls under the purview of the Department of Education, ensuring adherence to educational standards and policies.

While the school does not offer pre-primary education, it provides meals for its students, ensuring proper nutrition and well-being. The school also prioritizes safety and hygiene with the provision of separate boys’ and girls’ toilets. However, the school lacks essential amenities like computer-aided learning facilities, electricity, and a boundary wall.

Despite the absence of certain amenities, CHERKIAGUDA PROJ PS plays a crucial role in providing quality education to children in the rural area. The school’s dedication to providing a safe and nurturing learning environment, along with its commitment to education, underscores its importance within the community.

The school’s location in a rural area highlights the need for government investment in education infrastructure and facilities. The absence of amenities such as electricity and computer-aided learning facilities indicates the challenges faced by rural schools in providing a comprehensive learning experience for students.

The presence of a library and the provision of meals, however, demonstrate the school’s commitment to providing essential resources for its students. This highlights the dedication of educators in rural areas to provide quality education despite resource constraints.

The school’s information, as provided in the JSON data, is a valuable resource for understanding the state of education in rural Odisha. By highlighting the strengths and challenges faced by schools like CHERKIAGUDA PROJ PS, this data can inform policy decisions and promote targeted interventions aimed at improving educational opportunities for all children.

The presence of this school in a rural area underscores the need for government investment in education infrastructure and facilities. It also highlights the dedication of educators in rural areas to provide quality education despite resource constraints. This data can inform policy decisions and promote targeted interventions aimed at improving educational opportunities for all children.