HANSARALI PPS

HANSARALI PPS was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in CHILIKA block of KHORDHA district of Orissa. 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 N/A in nature and is not using school building as a shift-school. Odia 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 No Building building. It has got 0 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 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 no playground. The school has no library and has 0 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.

HANSARALI PPS: A Rural Primary School in Odisha

HANSARALI PPS is a primary school located in the village of HANSARALI, situated in the district of Kendrapara, Odisha. Established in 2013, the school caters to students from Class 1 to Class 5, providing them with a foundational education in Odia. The school operates as a co-educational institution, offering an inclusive learning environment for both boys and girls.

The school currently has a total of two teachers – one male and one female – dedicated to providing quality education to the students. While the school does not offer pre-primary education, it provides meals for students, ensuring that they have access to a nutritious meal during their school hours.

Unfortunately, the school is lacking in several essential facilities. It lacks a proper building, leaving students and teachers vulnerable to the elements. Additionally, the school does not have a boundary wall, computer-aided learning facilities, electricity, or a library. The playground and drinking water facilities are also absent, posing challenges for students’ physical activity and well-being.

Despite the lack of these facilities, the school plays a vital role in providing basic education to children in the rural area. It is an example of a community school that is striving to overcome its limitations and provide educational opportunities for the young minds under its care.

The absence of a playground emphasizes the need for creating safe and stimulating environments for children’s development. The lack of computer-aided learning facilities highlights the need for bridging the digital divide and ensuring equitable access to technology for all students.

The lack of electricity poses a significant challenge to the school’s daily operations, particularly in the evenings. The lack of a library further hinders students’ access to learning resources and the development of reading habits.

The school’s focus on Odia instruction underlines the importance of preserving and promoting local languages and cultural heritage. The provision of meals is a testament to the school’s commitment to addressing the nutritional needs of its students.

The school’s management by the Department of Education highlights the government’s efforts to ensure the provision of basic education for all children. However, there is a clear need for further investment in the school’s infrastructure and facilities to create a more conducive learning environment for students.

Overall, HANSARALI PPS exemplifies the challenges faced by rural schools in Odisha. Despite its limitations, it remains a beacon of hope, providing essential education to the children of the community. It highlights the importance of addressing the infrastructure gaps and resource limitations in rural schools to create a brighter future for all students.