P.S. KASRAIYAPARA

P.S. KASRAIYAPARA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in RAMCHANDRAPUR 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 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 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 no playground. The school has no library and has 0 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. Kasraiyapara Primary School: A Detailed Overview

P.S. Kasraiyapara, a government primary school located in the rural area of Balrampur district, Chhattisgarh, India, has served its community since its establishment in 1998. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, catering to the educational needs of young students in the Ramchandrapur block.

The school’s infrastructure comprises a government building with three well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space is allocated for the school’s head teacher or staff. A pucca boundary wall ensures the school’s security, while the school’s water supply is provided by functioning hand pumps. The school currently lacks electricity and a playground. Similarly, there is no library facility.

Instruction at P.S. Kasraiyapara is conducted in Hindi. The school provides mid-day meals, prepared and served on the school premises, ensuring students receive proper nourishment alongside their education. The school operates on an April start date for the academic year, aligning with the standard academic calendar for the region.

The school employs three male teachers dedicated to providing quality education to its students. The absence of pre-primary sections and computer-aided learning facilities reflects the school’s current resources and focus on providing basic primary education. Toilets, one each for boys and girls, are available and functional within the school campus.

Accessibility for disabled children isn’t currently addressed by the school’s infrastructure. The absence of ramps highlights an area where future improvements could enhance the inclusivity of the school.

The school’s educational board for classes 10 and 10+2 is listed as “Others,” suggesting a potential affiliation with a local or alternative educational board rather than state-recognized national boards. The school’s operational details, including the lack of computers, showcase areas needing attention to bolster its resources.

P.S. Kasraiyapara’s humble beginnings and reliance on basic resources serve as a testament to the dedication of the teaching staff in providing educational opportunities to children in the rural community.

The school’s location in a rural setting presents both challenges and opportunities. The need for resources such as electricity, a library, and computer-aided learning is apparent; however, the dedication of the teachers and the availability of basic necessities, such as toilets and drinking water, demonstrate a commitment to providing a functional educational environment.

Efforts to improve the school’s facilities and resources would significantly enhance the educational experience and opportunities available to the students. The addition of a computer lab and library would greatly improve the quality of education. Similarly, the provision of electricity would modernize the school’s operations and allow for improved learning conditions.

Finally, addressing the lack of ramps for disabled children would align the school with principles of inclusivity and ensure equal access to education for all students. The school’s continued operation, despite its resource limitations, underscores the importance of education in even the most underserved communities.

Future development and community engagement will be essential for P.S. Kasraiyapara to thrive and provide its students with a more enriched educational experience. Investing in resources and infrastructure improvements will ensure the school continues to serve its community effectively for years to come.