M.S. AMLIDIH

M.S. AMLIDIH was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in MALKHARODA block of JANJGIR CHAMPA district of Chhattisgarh. 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 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 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 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 250 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.

M.S. AMLIDIH: A Rural Upper Primary School in Chhattisgarh

M.S. AMLIDIH, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Chhattisgarh, India. Established in 1991 under the Department of Education, the school serves students from classes 6 to 8, offering a crucial link in their educational journey. Its location in the MALKHARODA block of JANJGIR CHAMPA district places it within a community deeply reliant on its services.

The school’s infrastructure includes three well-maintained classrooms, ensuring a conducive learning environment. A functional playground and a library stocked with 250 books provide opportunities for both physical activity and intellectual enrichment. Hand pumps supply drinking water, addressing a fundamental need for the students. Separate boys’ and girls’ toilets reflect a commitment to providing essential sanitation facilities.

Instruction at M.S. AMLIDIH is conducted in Hindi, catering to the local linguistic context. The school operates as a co-educational institution, welcoming both boys and girls. Importantly, the school is accessible via an all-weather road, ensuring consistent student attendance. The academic year begins in April, aligning with the regional calendar.

The school building is government-provided, exhibiting a “Pucca But Broken” wall, indicative of ongoing maintenance needs. However, the presence of electricity ensures essential lighting and potentially other technological resources. The lack of computer-aided learning is a notable area for potential development, highlighting an opportunity to enhance the educational experience through technology integration.

The teaching staff comprises one male and one female teacher, working collaboratively to deliver the curriculum. The school’s management, under the Department of Education, is responsible for the overall administration and oversight of the school’s operations. The school prepares and provides midday meals on its premises, a crucial element in ensuring students’ nutritional needs are met.

The school’s rural setting underscores its role in providing access to education for children in underserved areas. The library’s collection of books and the provision of a playground showcase a commitment to holistic development, nurturing both academic and social skills. The school’s infrastructure, though showing signs of wear, still functions effectively in its provision of core educational services.

The availability of separate toilet facilities for boys and girls reflects a commitment to gender inclusivity and safety. The school’s focus on providing a complete educational experience is evident in its various facilities and the midday meal program. Continued investment in resources and infrastructure will enhance the school’s ability to further improve the educational outcomes for the students under its care.

M.S. AMLIDIH’s operational aspects, including its curriculum, facilities, and staff, are indicative of a typical rural school in the region. The school’s commitment to delivering education despite some infrastructural challenges exemplifies the dedication of educators in serving the community.

While the lack of computers and a dedicated computer lab signifies a potential area for improvement, the school’s fundamental provision of education remains its core strength. This highlights a broader need for resource allocation and technological advancement in rural schools across similar regions.

The school’s adherence to the Hindi medium of instruction is in alignment with the local language and community needs. The dedicated teaching staff and the presence of a library and playground suggest a holistic approach to education, supporting the students’ academic, social, and physical well-being. The ongoing maintenance of the school’s infrastructure remains crucial for its continued success.

In summary, M.S. AMLIDIH serves as a vital educational hub for the community, providing crucial access to upper primary education. Despite some infrastructural limitations, its commitment to providing a well-rounded education, including a midday meal program, positions it favorably in serving the needs of its students and the wider community. Continued support and investment will further enhance its ability to foster educational excellence in a rural setting.