M.S. TAREKELA

M.S. TAREKELA was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in BARAMKELA block of RAIGARH (CHHATTISGARH) 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 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 no playground. The school has a library and has 336 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. TAREKELA: A Rural Upper Primary School in Chhattisgarh

M.S. TAREKELA, a government-run upper primary school, serves the rural community of Baramkela block in Raigarh district, Chhattisgarh. Established in 1996, this co-educational institution provides education to students from classes 6 to 8, playing a vital role in the local educational landscape. Its management falls under the Department of Education, ensuring adherence to established educational standards and guidelines.

The school’s infrastructure includes a pucca building, housing three classrooms in good condition, suitable for effective teaching and learning. Electricity ensures a conducive learning environment, complemented by the presence of a library stocked with 336 books, fostering a love for reading among students. Access to clean drinking water is facilitated by functional hand pumps, ensuring the students’ well-being. Sanitation facilities are provided by one functional boys’ toilet and one functional girls’ toilet. The school’s commitment to accessibility is evident with the provision of ramps for disabled children, ensuring inclusive education.

Instruction at M.S. TAREKELA is conducted in Hindi, catering to the local language proficiency of the students. The school’s teaching staff comprises two male teachers, dedicated to providing quality education. The school operates on a conventional academic calendar, with sessions starting in April. Mid-day meals are provided and prepared on-site, addressing the nutritional needs of the students and supporting their overall development.

The school’s operational aspects are further defined by its classification as an upper primary school, catering exclusively to students from classes 6 to 8. The absence of a pre-primary section means that the school focuses solely on this age group’s educational requirements. The school’s location in a rural setting presents both challenges and opportunities, impacting its access to resources and the unique educational needs of its student population.

M.S. TAREKELA utilizes the “Others” board for both class 10th and 10+2 examinations, indicating a possible alternative curriculum or examination pathway. This underscores the school’s adaptability to the unique circumstances and educational requirements of its students. While the absence of computers and computer-aided learning facilities might present limitations, the school’s dedication to providing basic necessities, coupled with its supportive educational environment, suggests a focus on fundamental education.

The school’s infrastructure, while functional, presents areas for potential improvement. The absence of a playground limits recreational opportunities for students, emphasizing the need for enhancements in this area. Similarly, the lack of a computer lab highlights the need for increased technological integration to improve learning experiences. However, the school’s dedication to providing a safe and supportive learning environment is commendable.

Furthermore, the school’s commitment to accessibility is demonstrated through the provision of ramps, ensuring that disabled students can access classrooms without difficulty. This feature underscores the school’s inclusivity and dedication to providing equitable opportunities for all students, regardless of physical limitations. The school’s commitment to providing mid-day meals, prepared within the school premises, shows its focus on students’ well-being.

In summary, M.S. TAREKELA is a functional upper primary school providing essential education to a rural community. While there are areas for future development, its existing resources and dedication to its students form a strong foundation for educational progress within the community. The school’s management by the Department of Education ensures adherence to educational standards and guidelines. The school’s commitment to providing a basic but functional educational environment shows a positive impact on the lives of the students it serves.

The school’s location in a rural area presents unique challenges, but also offers opportunities to connect learning with the local community and environment. The existing infrastructure and resources, while basic, provide a solid foundation for education. Further improvements in technological resources, recreational facilities, and perhaps additional teaching staff could significantly enhance the learning experience.

The future of M.S. TAREKELA lies in continuous improvement and adaptation to the evolving needs of its students and the community. The school’s achievements to date serve as a testament to the commitment of its staff and the importance of providing accessible education in rural areas. By addressing areas for potential development, the school can further strengthen its role in shaping the future of its students and the community.