GOVT M.S.RASEDA(SSA)

GOVT M.S.RASEDA(SSA) was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in AKALTARA block of JANJGIR CHAMPA district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational 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 4 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 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 1 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 640 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.

Govt. M.S.Raseda (SSA): A Comprehensive Profile of a Rural Upper Primary School

Govt. M.S.Raseda (SSA), established in 2003, stands as a testament to rural education in Chhattisgarh, India. Managed by the Department of Education, this co-educational upper primary school caters to students from classes 6 to 8, offering a vital educational foundation in a rural setting. Its location within the Akaltara block of Janjgir-Champa district ensures accessibility for the surrounding community.

The school’s infrastructure reflects a commitment to providing a conducive learning environment. Housed in a government building, it boasts four well-maintained classrooms, along with additional space for non-teaching activities and a dedicated room for the head teacher. The presence of a pucca boundary wall ensures safety and security, while electricity access facilitates modern teaching methods. A functional hand pump provides clean drinking water, a critical resource for student well-being.

Further enhancing the learning experience are the school’s facilities. A well-stocked library, containing 640 books, encourages a love for reading and knowledge acquisition. The provision of a playground contributes to physical activity and holistic development, crucial aspects often overlooked in rural educational settings. The inclusion of ramps for disabled children highlights the school’s commitment to inclusivity and accessibility for all students.

The dedicated teaching staff plays a central role in the school’s success. With a total of five teachers – three male and two female – the student-teacher ratio ensures individualized attention and effective learning. The head teacher, Gopal Singh Kharsan, provides strong leadership and guidance, overseeing the school’s daily operations and ensuring smooth academic functioning. The school follows the Hindi instruction medium, reflecting the local linguistic landscape.

The school’s commitment to student well-being extends beyond academics. The provision of mid-day meals, prepared and served on-site, addresses nutritional needs and encourages consistent attendance. This ensures that students receive the nourishment necessary for effective learning and overall growth. The school’s adherence to a structured academic calendar, beginning in April, ensures a consistent and timely learning process throughout the year.

The school’s infrastructure further demonstrates its commitment to quality education. The availability of separate boys’ and girls’ toilets—one and three respectively—emphasizes the importance of hygiene and gender-sensitive facilities. The absence of a pre-primary section focuses the school’s resources on providing high-quality upper primary education.

The school’s rural setting necessitates effective connectivity. All-weather road access ensures that students and teachers can reach the school regardless of weather conditions. This accessibility is crucial for maintaining consistent attendance and minimizing disruption to the learning process. The school’s lack of computer-aided learning facilities, however, indicates a potential area for future development.

In conclusion, Govt. M.S.Raseda (SSA) exemplifies a dedicated commitment to providing quality education in a rural setting. Its strong leadership, experienced teaching staff, well-maintained infrastructure, and commitment to student well-being positions it as a vital educational resource for the Akaltara community. The school’s focus on upper primary education, coupled with its inclusive practices and supportive environment, promises a strong educational foundation for its students. Further investment in technology and resources could further enhance its already commendable contributions to rural education.