KARADA SAHUSAHI PROJECT PS

KARADA SAHUSAHI PROJECT PS was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in KORAI block of JAJPUR 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 Government building. It has got 2 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 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 18 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.

KARADA SAHUSAHI PROJECT PS: A Rural Primary School in Odisha

Nestled in the rural landscape of Odisha, KARADA SAHUSAHI PROJECT PS stands as a beacon of education for young minds. This government-run primary school, established in 2009, serves students from Class 1 to Class 5. Its code, 21130811104, uniquely identifies it within the state’s educational system.

The school building, while lacking a boundary wall, offers a safe and welcoming environment for students. With two classrooms, a library stocked with 18 books, and separate toilets for boys and girls, the school prioritizes a comfortable learning experience. The presence of ramps caters to the needs of students with disabilities, showcasing a commitment to inclusivity.

The school is primarily focused on delivering education in Odia, the official language of the state. Two dedicated teachers, one male and one female, guide the young learners. Though the school does not offer pre-primary classes, it provides a well-rounded education, including a focus on meals prepared within the school premises.

Despite lacking electricity and computer-aided learning facilities, the school boasts a vibrant learning atmosphere. The availability of drinking water through hand pumps ensures the well-being of students throughout the day. While the school does not have a playground, the library serves as a space for exploration and learning.

KARADA SAHUSAHI PROJECT PS, managed by the Department of Education, stands as a vital part of the local community. Its commitment to providing accessible and quality education in a rural setting underscores its vital role in shaping young minds and contributing to the development of the region.

The school’s focus on basic education and its commitment to inclusivity make it a valuable asset to the village. As a primary school, it lays the foundation for future generations, ensuring that children from rural areas have access to the essential building blocks of education.

While the school faces some challenges, such as the lack of electricity and computer access, its dedication to providing a nurturing environment for learning is evident. The presence of a library, drinking water facilities, and ramps for disabled students highlights the school’s commitment to providing a well-rounded educational experience for all its students.

This government-run primary school serves as a testament to the importance of education in rural communities. It highlights the ongoing efforts to ensure that even in remote areas, children have access to quality education and the opportunities it provides. The school’s dedication to its students and its commitment to offering a supportive learning environment make it a valuable part of the village’s fabric.