M.S.KOYLARI

M.S.KOYLARI was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in KAWARDHA block of KAWARDHA 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 275 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.KOYLARI Upper Primary School: A Profile

M.S.KOYLARI, a government-run upper primary school, stands as a vital educational institution serving the rural community of Kawardha, Chhattisgarh. Established in 1997 under the Department of Education, the school provides crucial education to students in grades 6 through 8. Its co-educational environment fosters inclusivity and learning for all.

The school’s infrastructure includes three well-maintained classrooms, along with additional rooms for non-teaching activities. A significant feature is its library, housing an impressive collection of 275 books, promoting a love of reading and learning beyond the classroom. The presence of both boys’ and girls’ toilets ensures a hygienic and comfortable environment for students. The school’s solid pucca walls and reliable electricity supply create a conducive learning atmosphere. Access to clean drinking water via hand pumps further enhances the school’s functionality. Ramps are in place to ensure accessibility for disabled children.

Hindi serves as the primary medium of instruction, catering to the local linguistic needs of the students. The school’s commitment to providing a complete educational experience is exemplified by its midday meal program, where meals are prepared and served on the school premises. This ensures that students receive proper nourishment to support their learning.

The school’s dedicated staff comprises three teachers, including two male teachers and one female teacher, working collaboratively to impart knowledge and skills to the students. The school’s academic approach aligns with the Others board for classes 10 and 10+2, indicating a flexible and adaptable curriculum.

Despite the lack of a playground, the school’s focus remains on providing a quality education. The absence of computer-aided learning facilities highlights a potential area for future development and improvement. The school’s rural location necessitates a continued commitment to ensuring accessibility and providing a supportive learning environment for all its students.

The school’s management actively works towards improving its facilities and educational standards. The dedicated teachers and the supportive environment aim to nurture the intellectual growth of its students, setting a firm foundation for their future endeavors. The school’s commitment to providing a quality education within its resource constraints is commendable.

The provision of a library and midday meals showcases the school’s holistic approach to education, addressing not only academic needs but also the essential requirements of its students’ well-being. The functional toilets and accessible ramps demonstrate a commitment to inclusive education, ensuring all students have equal access to learning opportunities.

M.S.KOYLARI’s location in a rural area underscores the crucial role it plays in providing educational access to underserved communities. Its continued operation and development are vital to the educational progress and overall societal advancement of the region.

The school’s solid infrastructure and its dedicated staff are integral to its success. The management’s dedication to providing a quality education, despite the challenges of its location and resource limitations, stands as a testament to its commitment to its students’ future.

This profile of M.S.KOYLARI Upper Primary School illustrates its significant contributions to rural education. Further development in areas like computer-aided learning and playground facilities would further enhance the educational experience. However, the school’s current focus on providing fundamental education in a supportive environment is noteworthy and impactful.