GOVT UPPER PRIMARY SCHOOL DHABA

GOVT UPPER PRIMARY SCHOOL DHABA was established in 1966 and it is managed by the Department of Education. It is located in Rural area. It is located in DURG block of DURG 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 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 Partial 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 100 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 Upper Primary School Dhaba: A Comprehensive Overview

Govt Upper Primary School Dhaba, established in 1966, serves the rural community of Durg district in Chhattisgarh. Managed by the Department of Education, this co-educational institution provides upper primary education (grades 6-8) with Hindi as the primary language of instruction. The school’s commitment to providing a quality education is evident in its various facilities and resources.

The school boasts three classrooms in good condition, ensuring ample space for learning. Beyond the classrooms, additional rooms cater to non-teaching activities and provide a dedicated space for the head teacher. A functional library houses 100 books, fostering a love for reading among students. The presence of a playground complements the academic environment, promoting physical activity and holistic development.

The school’s infrastructure includes a partially constructed boundary wall and a reliable electricity connection. A critical resource for the students is the functional hand pump providing drinking water. Separate toilet facilities are available for boys (1) and girls (2), ensuring hygiene and sanitation. The school’s commitment to accessibility is demonstrated by the inclusion of ramps, making the school accessible to students with disabilities.

The teaching staff comprises four teachers – three male and one female – dedicated to providing quality education. The school’s commitment to nutrition is evident in its provision of midday meals prepared on-site, ensuring students receive proper nourishment throughout the school day.

The school’s operational details reveal a well-structured academic calendar. The academic year commences in April, aligning with the regional academic schedule. The school’s management ensures adherence to academic standards, with the curriculum tailored to upper primary level learning objectives. The school utilizes the “Others” board for class 10 and 10+2 examinations.

Despite the absence of computer-aided learning and computers, the school’s core focus remains on providing effective and accessible education within its available resources. The lack of these resources does not diminish the school’s commitment to its students’ academic progress. The school administration’s dedication to maintaining a safe, clean, and supportive learning environment is readily apparent.

The school’s location in a rural setting underscores its role in providing essential education services to a community that may have limited access to other educational facilities. Its continued operation reflects a consistent effort to bridge educational gaps and empower the students within its charge.

Further enhancing its community ties, the school benefits from a readily accessible all-weather road, ensuring easy access for students and staff alike. This convenient access contributes significantly to improved attendance rates and overall school engagement.

The head teacher, R.K. Sahu, plays a crucial role in guiding the school’s operational efficiency and ensuring the smooth execution of its educational programs. The head teacher’s leadership and experience significantly contribute to the school’s success in delivering quality education.

In conclusion, Govt Upper Primary School Dhaba stands as a testament to the dedication of educators in providing fundamental education to a rural community. Despite resource limitations, the school effectively fulfills its educational mandate, providing a solid foundation for students to pursue higher learning opportunities.