GOVT PRIMARY SCHOOL SARVAMANGLAPARA

GOVT PRIMARY SCHOOL SARVAMANGLAPARA was established in 1996 and it is managed by the Department of Education. It is located in Urban area. It is located in KORBA block of KORBA district of Chhattisgarh. 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 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 5 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 None 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 75 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.

Govt Primary School Sarvamanglapara: A Detailed Overview

Govt Primary School Sarvamanglapara, located in the urban area of Korba, Chhattisgarh, is a government-run co-educational institution established in 1996 under the Department of Education. This primary school caters to students from classes 1 to 5, offering a Hindi-medium instruction. The school’s infrastructure includes a government building with five well-maintained classrooms, and additional rooms for non-teaching activities and the head teacher. Despite its age, the school strives to provide a conducive learning environment.

The school’s commitment to education is evident in its dedicated teaching staff. With one male teacher and one female teacher, the school maintains a student-teacher ratio that allows for personalized attention. The head teacher, Manohar Singh, leads the school’s academic and administrative functions, ensuring the smooth operation of the institution.

Though lacking a playground, the school boasts a library containing 75 books, a valuable resource for students’ supplementary learning. The school also provides mid-day meals, although these meals are not prepared on the school premises. Accessibility for students with disabilities is ensured through the provision of ramps.

The school’s infrastructure presents a mixed picture. While it benefits from electricity and a pucca boundary wall, the wall’s condition is described as “broken.” The absence of drinking water facilities on the school grounds poses a significant challenge. The lack of computers and computer-aided learning further highlights the school’s need for additional resources and technological upgrades.

The school’s location in an urban area provides accessibility, although specific transport details are not included. The school operates on a standard academic calendar, with sessions commencing in April. Its relatively small size enables a focused approach to education, fostering a close-knit learning community.

The absence of a pre-primary section limits the school’s comprehensive educational offering. There are no plans to expand to higher secondary levels, as the school exclusively focuses on primary education. The information regarding the school’s location is limited to the district and block level, lacking precise geographical coordinates.

The school’s management falls under the purview of the Department of Education, implying potential access to government resources and support. However, the lack of contact information (phone number and email address) hinders direct communication and engagement.

The overall assessment reveals a functioning primary school with some infrastructural challenges and resource limitations. While committed to providing quality education, the school would greatly benefit from improvements in facilities, particularly regarding drinking water and technological advancements. Further development of the school’s resources and infrastructure could significantly enhance the learning experience for the students.

The school’s profile reflects the realities of many primary schools in developing regions. The need for improved infrastructure and resources underscores the ongoing challenges in ensuring equitable access to quality education. The information provided offers valuable insights into the school’s functioning, strengths, and areas needing further development.

In summary, Govt Primary School Sarvamanglapara provides basic primary education within a resource-constrained environment. Continuous efforts towards improving infrastructure, resource allocation, and technology integration would greatly enhance the educational opportunities for its students, fostering a more conducive and enriching learning environment.