KISHARI PROJECT P.S

KISHARI PROJECT P.S was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in KOLNARA block of RAYAGADA 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 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.

KISHARI PROJECT P.S: A Rural Primary School in Odisha

KISHARI PROJECT P.S is a primary school located in the rural area of Kolnara block, Rayagada district, Odisha. Established in 2010, the school is managed by the Department of Education and caters to students from Grades 1 to 5.

The school boasts a government-owned building, equipped with two classrooms that are in good condition. These classrooms are used for instructional purposes, while additional rooms facilitate non-teaching activities.

KISHARI PROJECT P.S offers a co-educational learning environment. While the school does not have a pre-primary section, it provides a mid-day meal to its students, prepared on the school premises.

A Focus on Odia Language and Infrastructure

The school’s primary medium of instruction is Odia, highlighting its role in preserving and promoting the local language. It has a single male teacher dedicated to educating the students.

Despite its rural location, the school is accessible by an all-weather road. However, it lacks essential infrastructure like a boundary wall, electricity, and a library. Nevertheless, the school ensures access to clean drinking water through hand pumps.

Meeting Basic Needs: Toilet Facilities and Accessibility

The school prioritizes the well-being of its students with functional toilets for both boys and girls. It recognizes the importance of basic sanitation and hygiene in the learning environment.

Although the school is not equipped with computers or a computer-aided learning lab, it strives to create a conducive learning environment for its students. The school’s dedication to providing essential facilities like toilets and access to clean drinking water demonstrates its commitment to student well-being.

A Pathway to Education for Rural Children

KISHARI PROJECT P.S, despite its limited resources, plays a vital role in providing quality education to children in the rural area of Kolnara. The school’s commitment to Odia language instruction and its efforts to provide basic amenities contribute significantly to the development of its students. The school serves as a beacon of hope for rural children, offering them a chance to access education and improve their lives.

Key Highlights of KISHARI PROJECT P.S:

• Established in 2010
• Managed by the Department of Education
• Located in a rural area
• Offers Grades 1 to 5
• Co-educational
• Odia medium of instruction
• Accessible by an all-weather road
• Equipped with classrooms and functional toilets
• Provides a mid-day meal
• Dedicated to promoting local language and basic amenities

Future Considerations:

The school’s lack of essential infrastructure like a boundary wall, electricity, and a library poses challenges. Investing in these areas would significantly enhance the learning experience for students and enable the school to provide a more conducive environment for education.

Furthermore, the school’s reliance on a single male teacher could benefit from additional educators. Expanding its teaching staff would enable the school to offer more personalized attention to students and improve the quality of education.