P.S. KHALPARA

P.S. KHALPARA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in UDAIPUR 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 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 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 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 and Prepared in School Premises providing mid-day meal.

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

P.S. KHALPARA, a government-run primary school, serves the rural community of Udaipur block in Surguja district, Chhattisgarh. Established in 2006 under the Department of Education, this co-educational institution caters to students from classes 1 to 5, providing a crucial foundation for their education.

The school’s infrastructure comprises three classrooms in good condition, alongside additional rooms for non-teaching activities and a dedicated space for the teachers. While it boasts a library with a collection of 284 books, the school lacks a boundary wall and electricity connection. However, students have access to clean drinking water via hand pumps. Toilet facilities are available, including separate restrooms for boys and girls.

The school’s instructional medium is Hindi, taught by two male teachers. The absence of a pre-primary section focuses its resources on providing quality education for primary-aged children. The school also provides mid-day meals, prepared and served on-site, ensuring students receive adequate nutrition to support their learning.

The school’s commitment to education is evident in its provision of a library and functional toilets, demonstrating its dedication to creating a supportive learning environment. The absence of computers and computer-aided learning tools highlights areas where future improvements could significantly enhance the learning experience. Similarly, the lack of a playground presents an opportunity to further develop the school’s facilities and encourage physical activity among the students.

Despite the absence of certain amenities, the school’s dedication to providing quality education within its resource limitations is commendable. The presence of a library with a substantial number of books demonstrates a commitment to literacy and learning.

The school’s rural location presents both challenges and opportunities. While access to resources may be limited compared to urban schools, the school plays a vital role in providing education to children in a geographically remote area.

The school’s management by the Department of Education ensures adherence to educational standards and access to support mechanisms. This affiliation also indicates potential for future development and resource allocation to improve the school’s infrastructure and learning resources.

The school’s focus on primary education lays the groundwork for students’ future academic success. A strong primary education foundation is crucial for children to progress through higher levels of education and attain their full potential.

The information provided showcases the existing strengths and areas for improvement at P.S. KHALPARA. Further investment in technology, infrastructure, and additional resources would undoubtedly enrich the students’ learning experience and enhance the school’s overall contribution to the community.

This comprehensive overview of P.S. KHALPARA highlights its crucial role in the community and the ongoing need for support and development to ensure that it continues to serve its students effectively. Further investment and attention to its infrastructural needs and resource limitations could significantly improve the quality of education provided and foster a more enriched learning environment for the children.