GIRLS ASH.M.S. BADEDUMARPALI

GIRLS ASH.M.S. BADEDUMARPALI was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in KHARSIA block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Girls and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi 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 Hand Pumps and it is functional. The school has 0 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 105 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 but not Prepared in School Premises providing mid-day meal.

GIRLS ASH.M.S. BADEDUMARPALI: A Comprehensive Overview of a Rural Girls’ School in Chhattisgarh, India

GIRLS ASH.M.S. BADEDUMARPALI, a government-run upper primary school located in the rural area of KHARSIA block, RAIGARH district, Chhattisgarh, India, provides a crucial educational service to girls in the region. Established in 1991 under the Department of Education, the school caters to students from classes 6 to 8, offering a vital link in their educational journey.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a library with 105 books, further resources are needed to enhance learning opportunities. Notably, the school lacks a boundary wall and electricity connection, highlighting the need for infrastructural improvements.

The school’s commitment to education is evident in its dedicated staff. Three male teachers provide instruction in Hindi, the primary language of instruction. Although the school operates as a residential facility (Non-Ashram type (Govt.)), it does not have a pre-primary section. The school provides mid-day meals, though these are not prepared on-site.

The school’s single girls’ toilet ensures basic sanitation facilities, while the absence of boys’ toilets reflects an area requiring immediate attention and improvement. The lack of a playground underscores a deficiency in extracurricular facilities. Hand pumps serve as the source of drinking water, ensuring access to a vital resource. The absence of ramps highlights a need to address accessibility for students with disabilities.

The school’s curriculum follows the Others board for both class 10th and 10+2, indicating a non-standard curriculum that requires further investigation. The lack of computers and a computer-aided learning lab presents a significant limitation in providing students with access to modern technology.

The school’s head teacher, TEKLAL PATEL, leads the team, playing a crucial role in providing leadership and guiding the school’s academic and administrative functions. The lack of female teachers, unfortunately, limits the diversity of role models for the female students.

Despite these challenges, GIRLS ASH.M.S. BADEDUMARPALI plays a vital role in the education of girls in a rural setting. The provision of residential facilities ensures accessibility for girls who might otherwise face significant barriers to education. Addressing the infrastructural needs and expanding resources will greatly enhance the quality of education and empower these young girls.

The school’s location in a rural area necessitates significant investment in infrastructure to improve learning conditions. Providing electricity, constructing a boundary wall, and adding a playground would drastically improve the school’s overall functionality and appeal. Similarly, increasing the number of books in the library and investing in computers and technology would bridge the technological gap.

Further, incorporating training opportunities for teachers and exploring partnerships with NGOs could significantly improve the quality of instruction and access to extra-curricular activities. The addition of a computer lab and investment in computer-aided learning tools would be significant in equipping the students with essential 21st-century skills.

The continued support and investment in GIRLS ASH.M.S. BADEDUMARPALI are crucial for the future of these girls and the community they serve. Through sustained efforts, this school can overcome its current limitations and become an exemplary institution providing quality education in a rural setting.