HS NETAJI SHUBHAS CHABOSE DINDORI

HS NETAJI SHUBHAS CHABOSE DINDORI was established in 1993 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LORMI block of MUNGELI district of Chhattisgarh. The school consists of Grades from 6 to 12. The school is Co-educational and it 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 Private 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 a playground. The school has a library and has 1525 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

HS Netaji Shubhas Chabose Dindori: A Comprehensive Overview

HS Netaji Shubhas Chabose Dindori, a private, co-educational upper primary school with secondary and higher secondary sections (classes 6-12), stands as a vital educational institution in the rural landscape of Chhattisgarh, India. Established in 1993, this school, under private unaided management, plays a crucial role in providing education to the community.

The school boasts three well-maintained classrooms, ensuring a conducive learning environment for its students. A noteworthy feature is the school’s commitment to providing both boys’ and girls’ toilets, emphasizing hygiene and sanitation. Furthermore, the presence of a library stocked with 1525 books underlines the school’s dedication to fostering a love for reading and learning beyond the classroom.

The school’s infrastructure includes a functional playground, a pucca boundary wall, and a reliable electricity connection. The provision of hand pumps guarantees access to clean drinking water for the students and staff. The school’s commitment to accessibility, however, is limited by the absence of ramps for disabled children.

The school employs a total of nine teachers, comprising five male and four female educators, including a dedicated head teacher, J.L.SAHU. These teachers instruct students in Hindi, the primary language of instruction. The school follows the State Board curriculum for both Class 10 and Class 12, ensuring students receive a standardized education.

The availability of three functional computers, although lacking a dedicated computer-aided learning lab, indicates a nascent attempt to integrate technology into the learning process. The school also offers a pre-primary section, with eight dedicated teachers catering to younger learners. The presence of this pre-primary section highlights the school’s commitment to early childhood education.

Located in the Lormi block of Mungeli district, the school is accessible via an all-weather road. The school’s rural setting reflects its significant role in educating children in underserved areas. The school’s academic year begins in April, aligning with the regional academic calendar.

The school’s building is privately owned, further highlighting its independent operation. The lack of midday meals, however, is a noteworthy area for potential improvement. The school’s non-residential nature simplifies its operational structure.

This private institution plays a vital role in providing education to children in a rural area, showcasing a dedication to learning despite resource limitations. Its commitment to a comprehensive curriculum and providing a basic infrastructure makes it a significant part of its community. The school’s continued operation signifies the importance of private educational initiatives in supplementing government efforts to provide quality education in rural areas. Further development and investment could enhance the school’s capabilities and extend its positive impact on the local community.