GOVT BOYS MIDDLE SCHOOL FARASWANI

GOVT BOYS MIDDLE SCHOOL FARASWANI was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in KARTALA block of KORBA district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Boys and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 4 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 2 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Govt Boys Middle School Faraswani: A Comprehensive Overview

Govt Boys Middle School Faraswani, a government-run institution established in 1956, serves the rural community of Kartala block in Korba district, Chhattisgarh. Operating under the Department of Education, this boys-only school focuses on upper primary education, encompassing classes 6 through 8. Hindi serves as the primary language of instruction.

The school’s infrastructure includes a government-provided building housing three classrooms in good condition, and additional rooms for non-teaching activities. A pucca but broken boundary wall surrounds the premises, providing a degree of security. Reliable electricity ensures a conducive learning environment. The school also boasts a library, albeit a small one with only two books currently available.

Access to clean drinking water is provided through functional hand pumps. Importantly, the school is equipped with four functional boys’ toilets, ensuring adequate sanitation facilities for the students. The school’s commitment to accessibility is further demonstrated by the inclusion of ramps, catering to the needs of disabled children.

The teaching staff comprises six teachers – four male and two female – dedicated to delivering quality education. The school provides mid-day meals, prepared and served on the school premises, ensuring students receive proper nourishment. This commitment to student well-being is further reflected in the school’s utilization of computer-aided learning, despite the absence of dedicated computers within the school at this time.

While the school lacks a playground, the presence of a library, even with its limited collection, underscores the school’s commitment to fostering a love for reading and learning. The school’s academic approach focuses solely on upper primary education (classes 6-8), making it a vital educational hub for the local community.

The absence of a pre-primary section reflects the school’s current educational focus. The school’s rural location and all-weather road access contribute to its accessibility, ensuring students can attend school regardless of weather conditions. The school operates on a standard academic calendar, commencing its sessions in April.

The school’s management structure, overseen by the Department of Education, guarantees a framework of accountability and adherence to educational standards. The school’s dedication to providing a comprehensive education within its resource limitations is evident in its various features.

The school, while modest in size and resources, plays a vital role in shaping the future of young boys in the Faraswani community. Its consistent operation since 1956 showcases its resilience and enduring commitment to educating the next generation. Further investment in infrastructure and resources would significantly enhance its capabilities, ensuring that it can continue to serve its community effectively for many years to come.

Future development plans could focus on expanding the library’s collection, improving the playground facilities, and potentially adding more computers to enhance the computer-aided learning program. Continued support from local and state authorities is crucial to realizing this potential and ensuring this vital institution continues to thrive.