M.S.KORANDHA

M.S.KORANDHA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in KUSMI block of BALRAMPUR 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 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 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 and Prepared in School Premises providing mid-day meal.

M.S.KORANDHA: A Rural Upper Primary School in Chhattisgarh, India

M.S.KORANDHA is a government-run upper primary school located in the rural area of KUSMI block, BALRAMPUR district, Chhattisgarh, India. Established in 1965, this co-educational institution serves students from classes 6 to 8, offering a crucial stage of education in the region. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and curricula.

The school’s infrastructure comprises three well-maintained classrooms, sufficient for its current student population. A dedicated room houses the head teacher, while other rooms cater to non-teaching activities. The school building is constructed with a robust pucca boundary wall, providing security and a defined learning environment.

Despite lacking electricity and a playground, M.S.KORANDHA compensates with essential amenities. Hand pumps provide a reliable source of drinking water for students and staff. Two boys’ toilets and one girls’ toilet ensure adequate sanitation facilities. Importantly, the school boasts a library containing 150 books, fostering a love for reading and learning beyond the curriculum. Ramps for disabled children provide inclusive access to the classrooms, demonstrating a commitment to accessibility and inclusivity.

The instructional medium at M.S.KORANDHA is Hindi, allowing for effective communication and teaching within the local community. The teaching staff consists of two male teachers and two female teachers, totaling four educators dedicated to providing quality education. The head teacher, SUSHILA MINJ, leads the school’s academic and administrative functions. The school’s commitment to student well-being extends to providing midday meals, prepared and served on the school premises.

The school’s location and accessibility are noteworthy aspects. Its accessibility via an all-weather road ensures that students can attend school regardless of weather conditions, minimizing disruption to their education. The academic year begins in April, adhering to the standard academic calendar for the region.

Although the school doesn’t have computers or a computer-aided learning lab, the presence of a library and the dedicated teaching staff contributes significantly to the educational experience. The school’s dedication to providing a functional and supportive learning environment, despite resource limitations, highlights its commitment to educating the children of the rural community.

The absence of a pre-primary section indicates a focus on the upper primary age group. The school’s status as “Others” concerning board affiliations for classes 10 and 10+2 suggests adherence to alternative examination boards or curricula prevalent in the area. This information highlights the need for potential future development concerning computer technology and additional resources to enhance the already satisfactory learning environment.

The school’s history, stretching back to 1965, speaks volumes about its enduring role in the community. Its consistent service despite the challenges inherent in a rural setting underscores its significance as a vital pillar of the local education system. The school’s commitment to providing quality education amidst resource constraints is a testament to the dedication of its staff and the importance of education in this rural area.

In conclusion, M.S.KORANDHA serves as a vital educational institution within its community. While acknowledging the need for potential future enhancements, the school’s existing infrastructure, dedicated staff, and commitment to providing essential amenities offer a strong foundation for the continued education of its students. The school’s history, accessibility, and commitment to inclusive practices make it an important asset to the community.