M.S. BAHERATOLI

M.S. BAHERATOLI was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in SITAPUR block of SURGUJA 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 No Boundary Wall 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 150 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 but not Prepared in School Premises providing mid-day meal.

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

M.S. Baheratoli, a government-run upper primary school, serves the rural community of Sitapur block in Surguja district, Chhattisgarh. Established in 2004 under the Department of Education, this co-educational institution provides quality education to students from classes 6 to 8. The school’s commitment to learning is evident in its well-maintained facilities and dedicated staff.

Infrastructure and Resources:

The school boasts three classrooms in good condition, ensuring a conducive learning environment for its students. A functional library, stocked with 150 books, encourages a love for reading and independent learning. A playground provides a space for recreation and physical activity, crucial for holistic child development. The presence of both boys’ and girls’ toilets underlines the school’s commitment to hygiene and inclusivity. Reliable hand pumps provide access to clean drinking water, a necessity for a healthy student body. Importantly, ramps are available, ensuring accessibility for students with disabilities. The school also benefits from an electricity connection, enabling the use of technology where appropriate.

Academic Focus and Teaching Staff:

The school employs four male teachers dedicated to providing quality instruction. Hindi serves as the primary medium of instruction. The curriculum focuses on the upper primary level (classes 6-8), with the school following “Others” board for class 10 and 10+2. This allows for flexibility in curriculum design and caters to the specific needs of the local community. The dedicated head teacher, Balsai Bhagat, leads the teaching staff. The school provides midday meals, although they are not prepared on the premises.

Community Engagement and Future Prospects:

M.S. Baheratoli is deeply ingrained in its local community. Its rural location underscores its vital role in providing educational opportunities to children who might otherwise lack access. The school’s commitment to providing a safe and supportive learning environment is reflected in its accessible facilities and inclusive approach.

Accessibility and Contact Information:

While the provided data lacks specific contact details such as phone number and email address, the school’s location in Sitapur block of Surguja district, Chhattisgarh, with a pincode of 497111, provides a starting point for those seeking further information. The school’s physical address can be obtained through local authorities or the Department of Education.

Challenges and Opportunities:

While M.S. Baheratoli demonstrates a strong commitment to education, there are potential areas for improvement. The lack of computers and a computer-aided learning lab could limit access to modern technology. Future investments in these areas could significantly enhance the learning experience and better prepare students for the demands of the 21st-century workforce.

Conclusion:

M.S. Baheratoli stands as a testament to the power of education in rural communities. Its dedicated teachers, supportive infrastructure, and commitment to inclusivity make it a valuable asset to the region. Continued support and development will further empower this institution to cultivate future generations and contribute to the growth of the community. Further information regarding the school can likely be sought from local educational authorities or the Department of Education in Chhattisgarh.