M.S. CHHINNDAWADA

M.S. CHHINNDAWADA was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in DARBHA block of BASTER 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 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 90 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. 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. Chhinndawada: A Rural Upper Primary School in Chhattisgarh

M.S. Chhinndawada, a government-run upper primary school, stands as a vital educational institution serving the rural community of Darbha block in Bastar district, Chhattisgarh. Established in 1959 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing crucial middle-school education in a region where access to quality schooling can be limited. The school’s commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school’s infrastructure includes a sturdy pucca building, housing four well-maintained classrooms designed for effective learning. Beyond the classrooms, the school boasts a functional library stocked with 90 books, fostering a love for reading and providing supplementary learning resources. The availability of hand pumps ensures access to clean drinking water, a crucial element for the well-being of students and staff. Further enhancing accessibility, ramps ensure the school is inclusive to students with disabilities. The presence of two functional computers, although lacking a dedicated computer-aided learning lab, represents a commitment to integrating technology into the curriculum.

The school’s teaching staff comprises three male teachers, dedicated to providing quality education using Hindi as the primary language of instruction. Meals are provided to students daily, although preparation takes place outside the school premises. This arrangement underlines the community’s collaboration in supporting students’ overall well-being.

The school’s location in a rural setting highlights its vital role in bridging the educational gap in underserved areas. While it lacks a playground, the school’s focus remains on providing a strong academic foundation. The school building is not used as a shift school, ensuring dedicated learning time for each student. The school’s structure, coupled with its consistent access to electricity, underscores the efforts to maintain a conducive learning environment.

Furthermore, the school’s facilities include separate and functional toilet facilities for boys (one) and girls (two), indicating a commitment to providing a safe and hygienic environment for all students. The lack of a pre-primary section and the use of “Others” as the board for class 10th and 10+2 might reflect the specific educational policies in place in the region.

The school’s commitment to inclusivity is reinforced by its accessibility features – ramps providing access for disabled children. The presence of a functional library and access to clean drinking water highlights the school’s emphasis on providing students with both academic and basic needs.

M.S. Chhinndawada’s history, stretching back to 1959, underscores its enduring presence as a pillar of the community. Its location in a rural setting positions it as a crucial facilitator of educational access.

The school’s modest yet functional infrastructure reflects its practicality and resourcefulness. The school’s commitment to the community is shown in its provision of midday meals, ensuring students have the nourishment needed to thrive academically. The school’s dedication to quality education, despite its resource constraints, is commendable.

In conclusion, M.S. Chhinndawada is a testament to the ongoing effort to provide quality education in rural areas. Its dedicated teachers, functional facilities, and commitment to its students make it a vital institution in the Bastar district.

The school’s information, readily available through public databases, reflects its transparency and commitment to accountability. The school’s continued operation highlights the importance of community support and government initiatives in providing educational opportunities in remote areas.