P.S. DOHNA URAOTOLI

P.S. DOHNA URAOTOLI was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in SHANKARGARH block of BALRAMPUR 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 Pucca But Broken 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 236 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.

P.S. DOHNA URAOTOLI: A Detailed Profile of a Rural Primary School in Chhattisgarh

P.S. DOHNA URAOTOLI, a government-run primary school in Chhattisgarh, India, offers a glimpse into the educational landscape of rural India. Established in 2008 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s location in the SHANKARGARH block of BALRAMPUR district places it firmly within a rural setting, impacting its infrastructure and resources.

The school building, while constructed of pucca material, shows signs of wear and tear, with a description noting a broken boundary wall. Despite this, the school boasts two functional classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While electricity is present, it’s unfortunately not functional, highlighting a critical area needing improvement.

Instruction at P.S. DOHNA URAOTOLI is conducted primarily in Hindi, reflecting the local linguistic context. The teaching staff comprises four teachers—three male and one female—dedicated to educating the students. A notable feature is the school’s commitment to providing mid-day meals, prepared and served on the school premises, ensuring students receive proper nourishment.

The school’s infrastructure includes two functional boys’ toilets and two functional girls’ toilets, addressing a fundamental aspect of hygiene and sanitation. However, a significant gap exists in the provision of amenities for students with disabilities; the absence of ramps restricts accessibility for this segment of the student population.

The library, a valuable resource for learning, houses a collection of 236 books, offering opportunities for supplementary reading and research. However, the lack of a playground limits opportunities for physical activity and recreational development. The school’s drinking water supply comes from hand pumps, a common solution in rural areas but potentially vulnerable to seasonal fluctuations.

Importantly, the school currently lacks computer-aided learning and does not possess computers for educational purposes. This underlines a need for technological upgrades to enhance teaching and learning experiences.

The absence of a pre-primary section limits the school’s capacity to provide a holistic educational experience, starting from the foundational early childhood years. This aspect could be considered for future development, broadening the school’s reach and impact on the community.

In summary, P.S. DOHNA URAOTOLI serves a vital role in providing primary education in a rural area. While the school demonstrates commendable dedication to teaching and providing essential resources such as meals and a library, there remains scope for improvement in infrastructure, technology, and accessibility. Addressing the challenges of unreliable electricity, the lack of a playground, and the absence of ramps for students with disabilities would significantly enhance the overall learning environment. Future investments could focus on improving these aspects to create a more comprehensive and inclusive educational experience for all children. Further expansion to include pre-primary classes could also bolster its impact on the community.