GOVT SECONDARY SCHOOL PATHIYAPALI

GOVT SECONDARY SCHOOL PATHIYAPALI was established in 1971 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 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A 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 0 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 92 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 Not Applicable providing mid-day meal.

Govt Secondary School Pathiyapali: A Comprehensive Overview

Govt Secondary School Pathiyapali, established in 1971, serves the rural community of KARTALA block in KORBA district, Chhattisgarh. Managed by the Department of Education, this co-educational institution offers secondary education (classes 9-10) using Hindi as the primary language of instruction. The school’s infrastructure and resources contribute to its unique character.

The school building, a government structure, features a pucca boundary wall and reliable electricity. While it lacks a playground, a functional library houses 92 books, supporting students’ academic pursuits. The availability of hand pumps ensures access to drinking water, a crucial factor for the students’ well-being.

Sanitation facilities are provided through one boys’ toilet and one girls’ toilet, reflecting the school’s commitment to a healthy environment. The school, however, does not currently have computer facilities or a computer-aided learning lab, a factor that could limit access to technology-driven learning opportunities.

The school’s academic profile reveals a teaching staff of four male teachers and a head teacher, Mr. G.P Sharma. The school follows the State Board curriculum for class 10, delivering its instruction through Hindi. The school operates on a standard academic calendar, commencing sessions in April.

The school’s rural location presents both challenges and opportunities. While access to resources might be comparatively limited compared to urban schools, the close-knit community could foster strong student-teacher relationships and a sense of belonging. The school’s long history and commitment to serving the local community demonstrate its dedication to education.

Further, the school’s absence of a pre-primary section and its non-residential nature reflect its focus on secondary-level education. It’s worth noting that the absence of ramps for disabled students indicates a potential area for improvement and accessibility enhancements.

The school’s information highlights a need for enhanced resources and facilities. The lack of computers and a computer lab signifies a potential gap in technological integration into the curriculum. The inclusion of technology could greatly benefit students in accessing a wider range of learning resources and preparing them for the digital age.

The school’s administration could consider exploring avenues to secure funding for improving facilities such as a playground, potentially leading to enhanced physical activity and social interaction amongst students.

The school serves as a vital educational resource for the community, playing a crucial role in shaping the future of its students. The details presented highlight its strengths and potential areas for development.

Investing in this institution could have a positive impact on the educational landscape of the rural area, leading to improved academic outcomes and better preparedness for students in the broader community. Continued support and development are necessary for this important institution to continue its vital work.