P.S. KHATANGPARA

P.S. KHATANGPARA was established in 1981 and it is managed by the Department of Education. It is located in Rural area. It is located in RAJPUR 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 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 40 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. Khatangpara: A Rural Primary School in Chhattisgarh, India

P.S. Khatangpara, a government-run primary school, serves the rural community of Rajpur block in Balrampur district, Chhattisgarh. Established in 1981 under the Department of Education, this co-educational institution provides education to students from Class 1 to Class 5, using Hindi as the primary language of instruction. The school’s academic year commences in April.

The school building, constructed by the government, houses two classrooms, all in good condition. These classrooms facilitate learning for the students. Additional space is available for non-teaching activities. A dedicated room serves as the headmaster’s office. The school is enclosed by a sturdy pucca boundary wall, ensuring safety and security for the students and staff.

While the school currently lacks a functional electrical connection, it does boast a library containing 40 books, providing valuable resources for learning beyond the classroom. Access to clean drinking water is ensured through functional hand pumps located on the school premises. The school also features separate functional toilet facilities for boys (two) and girls (one).

Importantly, ramps are available for students with disabilities, facilitating easy access to classrooms. The school, however, does not possess a playground or computer-aided learning facilities. The midday meal program is implemented, ensuring nutritious meals are prepared and provided on-site.

The school’s faculty comprises four female teachers, dedicated to imparting quality education. Although the school doesn’t offer pre-primary education or have a computer lab, it serves a vital role in providing foundational education to the children in the community. The absence of computers does not impede the quality of education offered, with teachers effectively using alternative methods to impart knowledge.

The school’s rural location presents unique challenges, and the lack of certain amenities underscores the need for continued development and support. Despite the limitations, the school’s committed teachers strive to provide a nurturing and supportive learning environment.

The absence of a playground highlights a potential area for improvement. Providing a safe outdoor space for recreation and physical activity could significantly enhance the overall school experience and contribute to the well-being of the students.

The school’s reliance on hand pumps for drinking water, though functional, necessitates regular maintenance to ensure a consistent supply of clean water. Exploring alternative, more sustainable water sources may be beneficial in the long term.

The lack of a functional electrical connection significantly impacts the school’s operational capacity. Securing a reliable power supply would greatly improve the learning environment and enable the use of technology in the classroom. This could potentially pave the way for future integration of computer-aided learning.

In summary, P.S. Khatangpara, despite its resource limitations, plays a crucial role in educating the children of its community. Addressing the noted challenges through targeted improvements will further enhance the quality of education provided at this essential rural institution. Future development and support are key to ensuring the continued success and growth of this vital community asset.