GOVT. PRIMARY SCHOOL PUJARIPARA THONGKONERA

GOVT. PRIMARY SCHOOL PUJARIPARA THONGKONERA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BAKAWAND 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 2 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 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 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. Primary School Pujaripara Thongkonera: A Comprehensive Overview

Govt. Primary School Pujaripara Thongkonera, established in 1997, serves the rural community of Bakawand block in Baster district, Chhattisgarh. Managed by the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5, focusing on Hindi as the medium of instruction. The school’s accessibility is ensured by its location on an all-weather road, making it convenient for students throughout the year. The academic year commences in April, following the standard academic calendar.

The school’s infrastructure includes a government-provided building equipped with two well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and a separate space is allocated for the head teacher. While the school boasts a playground and a library stocked with 100 books, it currently lacks a boundary wall and electricity connection. However, a reliable source of drinking water is provided through functional hand pumps. The school also maintains separate, functional boys’ and girls’ toilets, ensuring basic sanitation facilities.

The teaching staff comprises two male teachers and a head teacher, Shivshankar Kashyap, providing a student-teacher ratio conducive to effective learning. The school provides mid-day meals prepared on-site, addressing the nutritional needs of its students. The school’s library plays a crucial role in supplementing classroom learning, encouraging a love for reading and knowledge acquisition among the students.

The absence of a boundary wall is a point needing attention, as is the lack of electricity, potentially impacting teaching and learning activities, especially during evening hours. However, the presence of a playground underscores the school’s commitment to providing a holistic learning experience beyond academics, fostering physical activity and social interaction among students.

The school’s commitment to providing a safe and healthy environment is evidenced by the presence of functional toilets. The lack of computer-aided learning and computers highlights a potential area for future improvement, which could significantly enhance the quality of education offered.

The school’s management actively seeks to provide a conducive learning atmosphere despite resource limitations. The dedication of the teaching staff and the provision of mid-day meals showcase a commitment to the overall well-being of the students. The existing facilities, while basic, function adequately to provide a foundational primary education.

The school’s rural location underscores the importance of its role in providing educational opportunities within the community. Its continued operation and potential expansion are crucial for ensuring access to quality primary education for children in this region.

Further development and resource allocation could significantly improve the school’s infrastructure and educational resources, allowing for a more comprehensive and enriching learning experience for the students. The school’s success story relies heavily on the dedication of its teachers and the support of the local community.

The Govt. Primary School Pujaripara Thongkonera stands as a testament to the ongoing efforts to provide primary education in underserved areas. By addressing the identified infrastructural needs and integrating modern teaching methodologies, the school can further enhance the quality of education offered and empower the next generation. The commitment to providing a basic education despite the challenges highlights the importance of this institution within the community.