GOVT. UPPER PRIMARY SCHOOL P.V.14

GOVT. UPPER PRIMARY SCHOOL P.V.14 was established in 2010 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 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.14: A Comprehensive Overview

Govt. Upper Primary School P.V.14, located in the rural area of Koyalibeda block, Kanker district, Chhattisgarh, is a government-run co-educational institution established in 2010 under the Department of Education. Serving students from Class 6 to Class 8, it plays a vital role in providing upper primary education to the community. The school’s commitment to education is evident in its facilities and dedicated teaching staff.

The school building, a sturdy pucca structure, houses three well-maintained classrooms, ensuring a conducive learning environment for its students. Complementing the classrooms are additional rooms for administrative and non-teaching purposes, including a dedicated space for the head teacher. The school’s infrastructure further includes a functional library boasting a collection of 50 books, fostering a love for reading amongst students.

Despite lacking a playground, the school provides essential amenities, including reliable electricity and a functional hand pump for clean drinking water. Separate and functional toilet facilities cater to both boys and girls, highlighting the school’s commitment to student well-being. The school utilizes Hindi as its primary language of instruction, effectively catering to the local community.

The school’s teaching staff comprises two dedicated teachers – one male and one female – ensuring individual attention and personalized learning experiences. The head teacher, Tikama Netam, leads the school’s dedicated team, committed to providing quality education. The school’s operational practices align with its commitment to providing a holistic educational experience, including the provision of mid-day meals prepared on-site.

The school’s academic focus is solely on upper primary education, offering classes from 6th to 8th standard. Students graduating from the school typically transition to other institutions for further education. The school’s affiliation with “Others” for Class 10th and 10+2 boards underscores its flexibility and adaptability to the educational landscape.

While the school currently lacks computer-aided learning facilities, the presence of a non-functional computer lab points towards a future ambition for technological integration. The school’s management actively seeks opportunities for improvement and enhancement. The school’s commitment to providing quality education extends beyond the classroom, with its emphasis on a safe and supportive learning environment.

Accessibility is a key consideration for the school, with its location ensuring convenient access via all-weather roads. The academic session begins in April, aligned with the regional academic calendar. The school’s rural location underscores its significant role in expanding access to education in underserved areas.

The absence of ramps for disabled children highlights an area needing improvement, although this may be less critical given the school’s size and the nature of the rural setting. The school is not a residential institution, thus simplifying its operations and focusing resources on its core educational mandate.

In conclusion, Govt. Upper Primary School P.V.14 demonstrates a clear dedication to quality education in a rural setting, despite facing challenges related to technological advancement and accessibility. Its focused approach, dedicated staff, and commitment to providing necessary facilities make it a significant contributor to the educational landscape of the Kanker district. The school serves as a beacon of hope, offering educational opportunities to the children of Koyalibeda.

Future development plans might include upgrading the computer lab, creating a playground, and adding accessibility features for students with disabilities. These enhancements would further solidify the school’s position as a leading provider of upper primary education in the region.