Kerla TOME

Kerla TOME was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in KOSAGUMUDA block of NABARANGPUR district of Orissa. The school consists of Grades from 6 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 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 But Broken 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 305 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.

Kerla TOME: A Rural Upper Primary School in Odisha

Located in the heart of Odisha, Kerla TOME is a government-run upper primary school serving the community with a focus on providing quality education for students from Class 6 to Class 8. The school stands out for its dedication to academic excellence, with a strong emphasis on Odia as the primary language of instruction.

The school boasts a well-equipped library, stocked with 305 books, offering students access to a diverse range of learning materials. While it doesn’t currently have a playground, the presence of ramps for disabled students signifies its commitment to inclusivity and accessibility. The school’s infrastructure, though characterized by “Pucca But Broken” walls, reflects a dedication to providing a safe and secure learning environment for its students.

Kerla TOME is staffed by four dedicated teachers, including a head teacher, Biswanath Sitha, who guide and support students in their academic journey. The school’s management, under the Department of Education, ensures that the learning environment remains focused on achieving high standards of education.

The school’s dedication to providing quality education is further underscored by the provision of meals prepared on-site, ensuring that students receive adequate nutrition alongside their academic pursuits. The school’s commitment to the community is evident through its rural setting, where it plays a crucial role in shaping the future of the local population.

The absence of computer-aided learning and electricity might seem like a drawback at first glance. However, it reflects the school’s dedication to providing quality education within the existing infrastructure. Despite these limitations, Kerla TOME continues to strive for excellence, embracing traditional teaching methods and fostering a strong sense of community among its students.

The school’s history dates back to 1965, signifying its enduring role in the community. The “Others” designation for the board for Class 10 and Class 10+2 suggests that the school provides students with diverse educational pathways, preparing them for various academic and professional endeavors.

The absence of a pre-primary section indicates that the school focuses on upper primary education, ensuring that students receive focused instruction during their crucial middle school years. While the lack of a playground might seem like a shortcoming, the school prioritizes creating a safe and supportive environment for its students, promoting their academic growth and development.

Kerla TOME’s story is a testament to the power of dedicated educators and committed administrators who work tirelessly to provide quality education in rural communities. Despite its limitations, the school continues to stand as a beacon of hope, nurturing young minds and contributing to the progress of the community.