GOVT. UPPER PRIMARY SCHOOL P.V. 90

GOVT. UPPER PRIMARY SCHOOL P.V. 90 was established in 2009 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 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 Pucca boundary wall. The school has doesn’t 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 25 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 P.V. 90: A Detailed Overview

Govt. Upper Primary School P.V. 90, a government-run institution, stands as a vital educational hub in the rural landscape of Koyalibeda block, Kanker district, Chhattisgarh. Established in 2009 under the Department of Education, this co-educational school caters to students from classes 6 to 8. Its primary instructional medium is Hindi, reflecting the local linguistic context.

The school’s infrastructure includes a sturdy pucca building, housing three well-maintained classrooms dedicated to instruction. Two additional rooms support non-teaching activities, and a dedicated space serves as an office for the school’s staff. The school’s physical boundaries are secured by a pucca wall, and the school also boasts a functional playground to foster physical activity. A library enriched with 25 books further supports the students’ learning journey. While the school currently lacks electricity, it does have one functional boys’ toilet and one functional girls’ toilet.

Despite lacking computer-aided learning facilities and computers, the school’s strong focus on academics makes up for this shortfall. The school does not provide pre-primary education or any higher-level classes (e.g., classes 9-12). The school’s commitment to student well-being is reflected in its provision of mid-day meals prepared on the school premises. The school emphasizes a holistic approach to education, providing a safe and nurturing environment for students’ development.

The school’s management, under the Department of Education, consistently seeks to improve the learning environment. While it lacks certain modern amenities, its dedicated teaching staff of two male teachers strive to provide high-quality education. The school’s accessible location via all-weather roads ensures seamless connectivity for students and staff alike. The school commences its academic session in April, aligning with the regional academic calendar.

The absence of certain facilities, such as electricity, computers, and ramps for disabled students, highlights areas for potential future development. The school’s management remains focused on improving infrastructure and integrating technology to better meet the needs of its students. Despite the lack of specific resources, the school stands as a testament to the power of education in even the most remote areas.

The school’s strong emphasis on fundamental education, coupled with its dedicated teaching staff and commitment to student welfare, is commendable. Though further infrastructural development is needed, the school currently functions adequately, providing a solid educational foundation for students in the rural community.

The school’s location in a rural area highlights the importance of government initiatives to bridge the educational gap between urban and rural environments. Its existence signifies an ongoing effort to ensure access to quality education for all children, irrespective of location.

Future plans might include securing electricity, incorporating computer-aided learning, and making accessibility improvements for students with disabilities. These additions would further enhance the school’s already commendable efforts in providing a solid educational base.

This school, with its dedicated staff and well-defined curriculum, serves as a beacon of hope, providing valuable educational opportunities to students in the region. Ongoing efforts towards improvements ensure that the school can better serve its students, fostering their growth and development.

The school’s focus on providing a comprehensive and holistic learning environment sets a positive example for other institutions in similar settings. By building upon its existing strengths and working towards infrastructure enhancements, this school is steadily evolving to meet the diverse needs of its student population.