M.S.TANDAPARA

M.S.TANDAPARA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in KHARSIA 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 But Broken 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 25 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.TANDAPARA: A Rural Upper Primary School in Chhattisgarh, India

M.S.TANDAPARA, a government-run upper primary school, stands as a vital educational institution serving the rural community of Kharsia block in Raigarh district, Chhattisgarh, India. Established in 1998 under the Department of Education, the school provides crucial education for students in grades 6 through 8. Its co-educational structure ensures equal learning opportunities for both boys and girls.

The school’s infrastructure, while functional, presents some challenges. The school building, though government-provided, is described as having a “Pucca But Broken” wall, highlighting a need for maintenance and repair. Despite this, the school boasts three classrooms in good condition, along with additional rooms dedicated to non-teaching activities and a separate space for the head teacher. Reliable electricity ensures a conducive learning environment.

The school prioritizes the well-being of its students. A functional hand pump provides clean drinking water, and separate boys’ and girls’ toilets ensure hygiene and privacy. While a playground is absent, the school possesses a library stocked with 25 books, offering students access to supplementary learning resources. The provision of mid-day meals, prepared and provided within the school premises, tackles a key barrier to education – hunger.

The teaching staff comprises two male teachers, led by Head Teacher Kush Lal Varma. The instruction medium is Hindi, catering to the local linguistic needs. The school’s curriculum follows the “Others” board for both class 10 and 10+2, indicating a unique approach to education in the region.

Accessibility remains a significant factor. While the school’s accessibility by all-weather road makes it reachable throughout the year, the lack of ramps presents challenges for students with disabilities. The absence of computers and a computer-aided learning lab underscores a need for technological upgrades to enhance the learning experience.

The school’s administration consistently strives to improve facilities. The absence of a pre-primary section reflects the school’s current focus on upper primary education. The school’s commitment to providing a quality education despite infrastructural limitations highlights the dedication of both teachers and administrators.

Looking towards the future, opportunities for improvement exist. Investing in a playground, upgrading the school’s infrastructure (particularly the boundary wall), and introducing computer-aided learning could greatly enhance the learning experience for students.

M.S.TANDAPARA’s unwavering commitment to education in a rural setting makes it a valuable asset to the community. Ongoing support and infrastructural improvements are vital for maintaining the school’s long-term success in fostering a brighter future for its students. The school’s dedicated staff continues to serve as a beacon of knowledge and opportunity in the region.

Further investment in technological resources and infrastructural improvements can significantly enhance the educational experience, ensuring M.S.TANDAPARA remains a thriving institution for years to come. The dedication of the school staff and its role in the community make it a model of rural education.