P.S. GOHDIPARA

P.S. GOHDIPARA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in SITAPUR block of SURGUJA 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 doesn’t 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 a playground. The school has a library and has 30 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. Gohdipara Primary School: A Profile

P.S. Gohdipara, a government primary school located in the rural area of Sitapur block, Surguja district, Chhattisgarh, stands as a testament to educational access in a remote setting. Established in 1997 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and available resources.

The school building, though government-provided, currently lacks a boundary wall. Despite this, the school operates with two functional classrooms and additional rooms for non-teaching purposes, including a dedicated space for the head teacher. While electricity is present, it is unfortunately not functional. The school relies on hand pumps for drinking water, a reliable source of hydration for students and staff.

Sanitation facilities are provided with one boys’ toilet and one girls’ toilet, both functional and ensuring a hygienic environment. The school enhances its learning experience with a library stocked with 30 books, providing access to supplementary reading materials. A playground is also available for recreational activities, fostering both physical and mental well-being among the students.

The school’s dedicated staff of three male teachers works diligently to provide quality education, employing Hindi as the medium of instruction. The head teacher, Shubas Ram, leads the team, ensuring effective administration and teaching practices. The school’s commitment to student well-being extends to mid-day meals, provided and prepared within the school premises.

Ramps for disabled children are available, demonstrating the school’s consideration for inclusive education. While the school doesn’t possess a computer-aided learning lab or computers for teaching purposes, its focus remains on foundational learning in a supportive environment.

The school’s operational characteristics are further defined by its academic structure. Being a primary school (Classes 1-5), it offers foundational education, preparing children for their future academic pursuits. It currently does not offer a pre-primary section. The absence of female teachers and a functional electricity connection represents areas needing improvement to enhance the overall learning experience.

The school’s rural setting and its proximity to a road accessible in all weather conditions makes the school accessible to many children in the surrounding areas. The school operates on an academic calendar that commences in April. Its management, overseen by the Department of Education, ensures compliance with regulatory frameworks and access to resources.

Despite some challenges like the non-functional electricity connection and the lack of a boundary wall, P.S. Gohdipara effectively provides primary education to its students. Its dedicated staff, the presence of a library, a playground, and functional sanitation facilities all contribute to a reasonably functioning learning environment in its rural location.

The school’s infrastructure, while basic, serves its purpose effectively. Future development might focus on improvements to the existing infrastructure, such as obtaining functional electricity and constructing a boundary wall for improved safety. The possibility of introducing a computer-aided learning lab could also greatly enhance teaching practices.

Further investments and improvements in infrastructure and resources would undoubtedly elevate the learning experience at P.S. Gohdipara, further empowering its students to achieve their educational goals and make meaningful contributions to society. The school’s dedication to providing primary education in a rural setting deserves recognition and support for its continued success.