GOVT. PRIMARY SCHOOL P.V. 87

GOVT. PRIMARY SCHOOL P.V. 87 was established in 1967 and it is managed by the Department of Education. It is located in Rural area. It is located in KOYALIBEDA block of KANKER 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 Pucca But Broken boundary wall. The school has doesn’t 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 a playground. The school has a library and has 20 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. Primary School P.V. 87: A Rural Education Hub in Chhattisgarh

Govt. Primary School P.V. 87, nestled in the rural landscape of Koyalibeda block, Kanker district, Chhattisgarh, stands as a testament to the commitment to primary education in the region. Established in 1967, this government-managed school serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey.

The school’s infrastructure, while showing its age, serves its purpose effectively. Three classrooms provide ample space for learning, supplemented by additional rooms dedicated to non-teaching activities and a designated space for the head teacher. Though the building is described as “Pucca But Broken,” it remains functional, demonstrating the resilience of the school community.

A key feature of the school is its library, housing a collection of 20 books—a valuable resource for enriching the learning experience. The presence of a playground further enhances the holistic development of the students, providing space for physical activity and recreation. Access to clean drinking water is ensured through functional hand pumps, a vital aspect of maintaining student health and well-being. The school’s commitment to inclusivity is highlighted by the provision of ramps for disabled children, ensuring equal access to education for all.

The teaching staff consists of five dedicated educators: three male teachers and two female teachers, all working under the guidance of Head Teacher Hemant Kumar Kureti. The school employs a Hindi-medium instruction, reflecting the local linguistic context. The school follows a typical academic calendar, beginning its session in April.

Importantly, the school actively participates in the mid-day meal program, providing nutritious meals prepared on the school premises, addressing a crucial aspect of student well-being and ensuring that children receive the nourishment necessary for optimal learning. The school’s co-educational nature fosters a diverse and inclusive learning environment.

The school’s location in a rural setting presents both challenges and opportunities. The accessibility of the school is further enhanced by its proximity to an all-weather road, ensuring that students can attend school regardless of weather conditions.

The school’s management under the Department of Education ensures adherence to established educational standards and policies, facilitating access to necessary resources and support. The school’s dedication to providing quality education within its resource limitations is commendable.

While the school currently lacks access to electricity and computer-aided learning facilities, its fundamental commitment to education shines through. This lack of modern technology underscores a need for improved infrastructure and resource allocation in rural educational settings.

The school’s absence of pre-primary sections highlights a potential area for expansion and improvement. Considering the significant role of early childhood education, providing pre-primary classes could further strengthen the school’s contribution to the community.

In conclusion, Govt. Primary School P.V. 87 serves as a vital educational institution in a rural area, providing foundational education despite limited resources. Its dedication to students’ well-being and academic progress, while facing infrastructural challenges, exemplifies the spirit of rural education in India. Continued support and investment in this school and others like it are crucial for improving educational access and outcomes in rural communities.