GOVT. HIGH SCHOOL KALEPARAS

GOVT. HIGH SCHOOL KALEPARAS was established in 1988 and it is managed by the Department of Education. It is located in Rural area. It is located in ANTAGARH block of KANKER district of Chhattisgarh. The school consists of Grades from 6 to 10. 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 Pucca 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 a playground. The school has a library and has 104 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. High School Kaleparas: A Comprehensive Overview

Govt. High School Kaleparas, established in 1988, serves the rural community of Antagarh block in Kanker district, Chhattisgarh. Managed by the Department of Education, this co-educational institution provides upper primary and secondary education (classes 6-10) to students in the region. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a government-owned building with three well-maintained classrooms dedicated to teaching. Additional space is available for non-teaching activities, including a designated room for administrative purposes. The school is securely enclosed by a pucca boundary wall and benefits from a reliable electricity supply.

A key asset of the school is its library, housing 104 books to support student learning and research. Furthermore, the school boasts a playground, providing ample space for recreational activities and physical education. Ramps for disabled students ensure accessibility to all areas of the school. The school provides mid-day meals, prepared and served on-site, contributing to students’ overall well-being.

The school employs a dedicated team of six teachers, three male and three female, committed to providing quality education. The school follows the State Board curriculum for class 10 and utilizes an alternative board for higher secondary education. The school’s academic year commences in April.

The availability of essential facilities such as toilets (one each for boys and girls) further enhances the learning environment. Although the school lacks a computer-aided learning lab and computers for teaching, its strong emphasis on foundational learning and other resources makes it a vital educational hub for the community.

The school’s commitment to providing a safe and supportive learning environment is evident in its comprehensive facilities and dedicated staff. Its rural location and focus on Hindi instruction make it a significant educational institution for the local population.

The absence of a pre-primary section and drinking water facilities present areas for potential improvement and further development. Despite these limitations, the school plays a crucial role in the educational landscape of its community.

The school’s long history, coupled with its commitment to providing a basic, functional education within a supportive environment, underlines its importance to the surrounding community. Improvements to the facilities, such as addressing the lack of drinking water and incorporating technology, could further enhance the learning experience.

The school’s accessible location and well-maintained infrastructure contribute to a positive learning environment. The dedicated teaching staff and well-stocked library support the school’s commitment to academic excellence.

Future development could focus on integrating technology into the curriculum, expanding the library resources, and addressing the identified infrastructural needs. Such improvements would significantly enhance the school’s capacity to provide a high-quality education to its students.