GOVT. UPPER PRIMARY SCHOOL P.V. 97

GOVT. UPPER PRIMARY SCHOOL P.V. 97 was established in 2004 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 Hedges 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 50 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. 97: A Rural Educational Hub in Chhattisgarh

Govt. Upper Primary School P.V. 97, located in the Koyalibeda block of Kanker district, Chhattisgarh, stands as a testament to rural education in India. Established in 2004 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a crucial stage of primary education. Its rural setting underscores its vital role in bridging the educational gap in underserved communities.

The school’s infrastructure, while modest, is functional. The government-provided building houses three classrooms, ensuring sufficient space for instruction. A key feature is the presence of both boys’ and girls’ toilets, reflecting a commitment to inclusivity and hygiene. The school’s boundary is secured by hedges, providing a sense of enclosure and safety. A reliable electricity supply further enhances the learning environment. Importantly, the school provides access to clean drinking water through functional hand pumps.

The school’s commitment to learning extends beyond the classroom. A library stocked with 50 books provides supplementary reading materials, fostering a love for literature and knowledge. The school also benefits from ramps, ensuring accessibility for students with disabilities. Instruction is conducted in Hindi, reflecting the local linguistic context and making learning more accessible.

The teaching staff comprises one male teacher, dedicated to providing quality education to the students. The school’s management emphasizes a holistic approach, providing mid-day meals on the premises, ensuring that students are well-nourished and ready to learn. The school’s operations are overseen by the Department of Education, ensuring adherence to established educational standards and curriculum guidelines.

While the school lacks a playground and computer-aided learning facilities, its focus remains on providing a foundational education. The absence of pre-primary sections or additional computer resources highlights areas for potential future development and improvement. Nonetheless, the existing facilities serve the primary educational needs effectively within the available resources.

The school’s location in a rural area emphasizes its importance in providing educational opportunities for students who might otherwise lack access. Its operational efficiency and commitment to student well-being underscore its valuable contribution to the community.

The school’s “Others” designation for class 10 and 10+2 boards indicates its adherence to a flexible curriculum, possibly catering to the specific needs of the local students. This adaptable approach ensures relevant educational content tailored to the regional requirements.

The school’s simple yet effective design reflects a focus on core educational provisions. While technological advancements and additional amenities would undoubtedly enhance the learning experience, the current infrastructure adequately serves its purpose.

Future development plans could involve enhancing technological resources, expanding library holdings, and potentially constructing a playground to further enrich the students’ overall experience. However, the present functionality and commitment to education make it a valuable asset to the rural community.

In conclusion, Govt. Upper Primary School P.V. 97 demonstrates a commitment to providing quality primary education in a rural setting. While lacking certain amenities, its functional facilities, dedicated teacher, and focus on essential services position it as a vital pillar of the local community, contributing to the educational advancement of its students. Further investment and development could help the school further realize its potential.