M.S. BILHAMA

M.S. BILHAMA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in LUNDRA 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 Under Construction 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 Others 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 a library and has 10 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. BILHAMA: A Rural Upper Primary School in Chhattisgarh, India

M.S. BILHAMA is a government-run upper primary school located in the rural area of Lundra block, Surguja district, Chhattisgarh, India. Established in 2006, this co-educational institution caters to students from classes 6 to 8, offering a crucial link in their educational journey. The school’s management falls under the Department of Education, reflecting its commitment to providing quality education within the community.

The school’s infrastructure is currently under construction, but despite this, it provides three functional classrooms for effective teaching. While lacking a playground, the school boasts a library containing 10 books, indicating a commitment to fostering a love of reading amongst its students. Hand pumps provide a reliable source of drinking water, addressing a vital necessity for the students and staff. Separate functional toilet facilities for boys and girls are available, ensuring basic sanitation needs are met.

The teaching staff comprises a dedicated team of five teachers – four male teachers and one female teacher – all working collaboratively to deliver the curriculum. The school’s head teacher, Dhaneshwar Prasad, plays a vital role in overseeing the school’s daily operations and ensuring smooth functioning. Hindi serves as the primary language of instruction, fostering inclusivity within the local context.

The school’s academic focus is on upper primary education (classes 6-8), offering a comprehensive curriculum. The school follows an ‘Others’ board for its class 10th and 10+2 qualifications. The school does not offer pre-primary education or computer-aided learning facilities.

Interestingly, the school receives mid-day meals, although the meals themselves are not prepared on the school premises. This highlights the collaborative efforts made to ensure that students receive proper nutrition, supporting their overall well-being and learning capabilities. The school building currently has a boundary wall of an ‘Others’ type.

Despite the lack of electricity and computers, the school demonstrates a commendable commitment to education within its resource limitations. The availability of a library, even with a modest collection, signifies an effort to cultivate reading habits. The presence of separate restrooms for boys and girls underlines the importance given to hygiene and safety.

The absence of a computer lab and computer-aided learning is a limitation the school faces. However, the school’s focus on providing a basic, functional education within a supportive environment remains strong. The absence of ramps highlights an area for potential future improvements to ensure full accessibility for all students.

The school’s rural location and reliance on hand pumps for drinking water indicate that it serves a community with potentially limited resources. This underscores the significance of the school’s role in providing access to quality education, a cornerstone of development in rural areas. The school’s continuing development and improvements in infrastructure will likely benefit the community greatly.

The dedicated teaching staff and the commitment to providing mid-day meals highlight the collaborative efforts within the school and the community to support the students’ overall well-being. The future development of M.S. BILHAMA will greatly enhance the educational opportunities for children in the surrounding rural area.