GOVT PS PUJARIPARA BALENGA

GOVT PS PUJARIPARA BALENGA was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in BASTAR block of BASTER 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 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 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 no library and has 0 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 PS Pujaripara Balenga: A Rural Primary School in Chhattisgarh

Govt PS Pujaripara Balenga, a government primary school located in the rural Bastar block of Bastar district, Chhattisgarh, serves students from classes 1 to 5. Established in 2005 under the Department of Education, this co-educational institution plays a vital role in providing elementary education to the community.

The school’s infrastructure consists of a government building with three classrooms, all in good condition. While lacking a boundary wall, the school provides essential facilities including one functional boys’ toilet and one functional girls’ toilet. Meals are provided and prepared on the school premises, contributing to the students’ well-being.

However, the school faces certain infrastructural challenges. Currently, electricity is unavailable, and there is no access to drinking water. The absence of a library, playground, and computers limits the scope of educational resources available to students. The school also lacks a computer-aided learning lab and ramps for disabled access.

Despite these limitations, the school boasts two dedicated female teachers who work diligently to provide quality education using Hindi as the medium of instruction. The school operates without a head teacher and does not have any male teachers or pre-primary sections.

The academic year begins in April, adhering to the standard academic calendar. The school’s location ensures accessibility via all-weather roads, allowing students to attend regardless of weather conditions.

The school’s management recognizes the need for infrastructural development and is actively seeking to improve facilities. The addition of electricity, a drinking water source, and computer resources would significantly enhance the educational experience for the students.

The absence of a boundary wall also presents a safety concern, necessitating measures to ensure the safety and security of the students and staff.

Furthermore, the lack of a library and playground hinders extracurricular activities and access to supplementary learning materials. The school’s management could consider establishing partnerships with local organizations or NGOs to address these issues.

Investing in computer-aided learning and providing ramps for disabled access would align with the principle of inclusive education, ensuring that all students have equal opportunities.

This school serves as a critical educational hub for the rural community, playing a vital role in shaping the future of its students. Addressing the infrastructural challenges through targeted interventions and community engagement would significantly enhance the school’s capacity to provide a high-quality education.

The commitment of the two female teachers amidst these challenges is commendable, showcasing their dedication and the critical need for further support to enable them to provide optimal learning conditions for the students of Govt PS Pujaripara Balenga.