KOKERAMA PROJECT U.PRY. SCHOOL

KOKERAMA PROJECT U.PRY. SCHOOL was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in BISRA block of SUNDERGARH district of Orissa. The school consists of Grades from 1 to 8. 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 4 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 4 boys toilet and it is functional. and 3 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.

KOKERAMA PROJECT U.PRY. SCHOOL: A Rural Educational Hub in Odisha

KOKERAMA PROJECT U.PRY. SCHOOL is a government-run primary school located in Odisha, India. Established in 1975, the school caters to students from Class 1 to Class 8, offering education in Odia as the primary language of instruction. The school boasts a total of 6 dedicated teachers, including 4 male and 2 female educators, working hard to provide quality education to the local community.

The school is situated in a rural area, reflecting its commitment to serving the needs of the local population. While the school doesn’t have computer-aided learning facilities or electricity, it does have basic amenities like pucca walls, hand pumps for drinking water, and ramps for students with disabilities, ensuring accessibility and inclusivity.

The school’s commitment to providing a nurturing environment for its students is further emphasized by the presence of four boys’ toilets and three girls’ toilets, ensuring proper hygiene and sanitation for all. Although the school lacks a library and playground, it provides meals for its students, prepared on the school premises, demonstrating its commitment to student well-being.

KOKERAMA PROJECT U.PRY. SCHOOL is managed by the Department of Education, ensuring adherence to government standards and regulations. The school also follows the “Others” board for Class 10, indicating a possible alternative curriculum or a specific regional focus.

The school operates as a co-educational institution, providing a conducive learning environment for both boys and girls. It offers upper primary education along with primary, covering grades 1-8. However, the school does not have a pre-primary section.

Despite the lack of some modern amenities, KOKERAMA PROJECT U.PRY. SCHOOL plays a crucial role in providing basic education to children in the rural community. Its commitment to inclusive education, a nurturing environment, and dedication to its students make it a vital resource for the local area.

Key Features:

• Government-run primary school
• Established in 1975
• Located in a rural area
• Offers education from Class 1 to Class 8
• Instruction medium: Odia
• Total teachers: 6 (4 male, 2 female)
• Pucca walls
• Hand pumps for drinking water
• Ramps for students with disabilities
• Boys’ toilets: 4
• Girls’ toilets: 3
• Meals provided and prepared in school premises
• Management: Department of Education
• Board for Class 10: Others
• School type: Co-educational

Overall, KOKERAMA PROJECT U.PRY. SCHOOL represents a vital educational institution in the rural community. Its focus on providing basic education, a supportive environment, and inclusivity makes it a valuable asset for the local population.