P.S. ROHRA

P.S. ROHRA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in PANDARIYA block of KAWARDHA 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 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. Rohra: A Rural Primary School in Chhattisgarh, India

P.S. Rohra, a government-run primary school, serves the rural community of Pandariya block in Kawardha district, Chhattisgarh, India. Established in 1972 under the Department of Education, this co-educational institution provides education to students from Class 1 to Class 5. The school’s commitment to providing a basic education is evident in its facilities and staffing.

The school building, a government structure, houses two classrooms in good condition, ensuring a suitable learning environment for its students. While lacking a boundary wall, the school boasts a functional playground, providing a space for children to engage in recreational activities. A crucial aspect of the school’s infrastructure is its reliable access to drinking water via hand pumps. Importantly, ramps are available, ensuring accessibility for disabled children.

The teaching staff consists of one male and three female teachers, totaling four educators dedicated to providing quality instruction. The medium of instruction is Hindi, catering to the local linguistic needs of the student population. Meals are provided and prepared on the school premises, addressing a vital aspect of student well-being. The school’s operational model is that of a day school, not a residential one.

The school’s academic focus is primarily on primary education (Classes 1-5), and it is affiliated with the ‘Others’ board for classes 10 and 10+2. The lack of pre-primary sections and computer-aided learning facilities, however, indicates potential areas for future development and improvement. The absence of a library further highlights opportunities for enriching the learning experience.

Despite the lack of electricity and a boundary wall, P.S. Rohra maintains functional boys’ and girls’ toilets. The school’s commitment to providing clean sanitation facilities underscores its dedication to providing a safe and healthy learning environment. While lacking computers, the school successfully utilizes its available resources and infrastructure to serve the educational needs of its students.

The school’s location in a rural area underscores its importance in providing educational access to a community that might otherwise have limited opportunities. Its accessibility via all-weather roads ensures that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

P.S. Rohra’s simple yet functional structure demonstrates a dedication to its core mission of providing primary education. While improvements in infrastructure and resources would enhance the school’s capabilities, its existing facilities and dedicated staff demonstrate a significant effort to provide quality education to its students.

Looking towards the future, improvements such as electricity connectivity, the construction of a boundary wall, and the establishment of a library with learning resources could considerably benefit the school. The integration of technology through computer-aided learning would further modernize the educational approach and better prepare students for higher education.

The lack of a functional computer lab and library, although currently not hindering the school’s core functions, represent opportunities for growth and enhanced learning opportunities for students. Further investment in these areas could significantly broaden the scope of education provided at P.S. Rohra.

In conclusion, P.S. Rohra stands as a testament to the importance of basic education in rural communities. Its dedicated staff, functional facilities, and commitment to student well-being make it a vital component of the educational landscape in Kawardha district. While opportunities for growth and improvement exist, the school’s current capabilities effectively serve the immediate educational needs of its students.