P.S. AMLIDIH

P.S. AMLIDIH was established in 1999 and it is managed by the Department of Education. It is located in Rural area. It is located in SAHASPUR LOHARA block of KAWARDHA district of Chhattisgarh. The school consists of Grades from 1 to 5. 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 2 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 No Boundary Wall 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 284 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 but not Prepared in School Premises providing mid-day meal.

P.S. AMLIDIH: A Rural Primary School in Chhattisgarh, India

P.S. AMLIDIH, a government-run primary school, serves the rural community of SAHASPUR LOHARA block in KAWARDHA district, Chhattisgarh, India. Established in 1999 under the Department of Education, this co-educational institution provides education for children from classes 1 to 5. The school’s focus is on providing a foundational education, with Hindi as the primary language of instruction.

The school building itself is a government structure, equipped with two classrooms in good condition and additional rooms for non-teaching purposes. While lacking a boundary wall, the school benefits from a reliable electricity connection, ensuring a conducive learning environment. The school’s commitment to student well-being is evident in its provision of both boys’ and girls’ toilets and access to clean drinking water via hand pumps. The school also boasts a library containing 284 books, fostering a love of reading among its students. Ramps for disabled children ensure accessibility for all.

A key feature of P.S. AMLIDIH is its dedication to providing mid-day meals, though these meals are sourced externally rather than prepared on the school premises. The school’s teaching staff consists of one male teacher and one female teacher, dedicated to imparting knowledge and shaping young minds. The absence of a pre-primary section currently limits the school’s reach to primary school-aged children.

While the school does not offer computer-aided learning or a dedicated playground, the presence of a library and accessible facilities underscore the school’s efforts to create a supportive learning atmosphere. The lack of computers is a point for potential future development, which could significantly enhance the learning experience.

The school’s location in a rural area highlights its crucial role in providing access to education for children in underserved communities. The road leading to the school is accessible year-round, facilitating consistent attendance. The school’s April start to the academic year aligns with the broader educational calendar in the region.

The school’s management, under the Department of Education, oversees all aspects of operations, ensuring adherence to educational standards and the provision of essential resources. The absence of a head teacher, as indicated in the data, suggests a potential area needing attention for improved administrative support and leadership.

P.S. AMLIDIH, despite its limitations, plays a vital role in the educational landscape of the region. Its contributions to literacy and basic education in the rural community cannot be overstated. The school’s dedication to providing a safe, accessible, and supportive learning environment is commendable.

The information provided highlights the essential elements of the school’s infrastructure, staff, and operations. Further analysis could uncover opportunities for development and expansion to enhance the learning experience and provide more comprehensive educational opportunities for the students.

The school’s rural setting underlines the importance of educational initiatives aimed at bridging the educational gap between urban and rural areas. Investing in resources and infrastructure in schools like P.S. AMLIDIH is key to achieving equitable access to quality education for all children.

The data reveals a functional, if modestly equipped, primary school striving to provide basic education. Future improvements could focus on enhancing technological resources, developing the playground, and potentially adding pre-primary classes to serve an even wider segment of the community. The school’s continued operation is essential for the community’s educational development.