P.S.KOILARDODI

P.S.KOILARDODI was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in BATAOLI 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 1 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 Well 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 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. Koilarodi: A Rural Primary School in Chhattisgarh, India

P.S. Koilarodi, a government-run primary school, serves the rural community of Bataoli block in Surguja district, Chhattisgarh, India. Established in 1995 under the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5. The school’s commitment to education is evident in its dedication to providing a foundational learning experience for its students.

The school’s infrastructure includes a government-provided building with a single classroom, ensuring a focused learning environment. A functional well serves as the school’s drinking water source, addressing a crucial need for hygiene and health. Sanitary facilities are available, with one boys’ toilet and one girls’ toilet ensuring appropriate facilities for students. The school also boasts a library, stocked with 30 books, fostering a love for reading and learning beyond the classroom.

Despite its modest size, the school offers ramps for disabled children, demonstrating a commitment to inclusivity. The school’s learning environment is enhanced by the provision of meals, prepared on the school premises, addressing the nutritional needs of its students. The school operates on a Hindi instruction medium, catering to the local language preferences and promoting accessibility for the students. The school’s location ensures accessibility via an all-weather road, allowing students to attend classes irrespective of weather conditions.

The teaching staff comprises two male teachers dedicated to providing quality education. The school operates without a pre-primary section and is not a residential school, making it easily accessible to local students. The academic year begins in April, following the standard academic calendar of the region. The school’s management operates under the Department of Education, reflecting the institutional backing and oversight that support its operations.

The absence of electricity and a boundary wall presents ongoing challenges for the school. However, the dedicated teaching staff continues to provide a valuable service to the community, despite these infrastructural limitations. The school’s resources, though limited, are effectively utilized to offer a basic education to the children of the surrounding rural area.

While the school lacks computer-aided learning and a playground, the focus remains on providing core academic instruction and nurturing a love for reading. The 30 books within the school’s library serve as a vital resource for supplementing classroom learning. The availability of a library, even with limited resources, underscores the school’s dedication to providing a holistic learning experience.

The school’s location in a rural setting presents both challenges and opportunities. While accessibility to resources might be limited compared to urban schools, the close-knit community provides a supportive environment for learning and growth. The school’s dedication to providing a quality primary education, despite limitations, makes it a valuable asset to the community.

The information provided demonstrates P.S. Koilarodi’s operational parameters. The school’s commitment to education is evident in its provision of facilities such as a library and toilets and its utilization of a functional well for drinking water, all aimed at improving the learning experience for its students. The lack of additional amenities highlights areas for potential development and improvement in the future.

The school’s relatively small size and the absence of certain amenities do not diminish its importance within the community. It remains a cornerstone of providing primary education, contributing significantly to the educational development of the region’s children. The school’s continued operation underscores its significance as a local educational hub.

Future development plans could potentially focus on acquiring additional resources like computers, expanding the library collection, and improving the infrastructure. The acquisition of electricity and construction of a boundary wall would contribute significantly to enhancing the security and overall learning environment of the institution. The school’s ongoing operation showcases its vital role in the educational landscape of the community, highlighting the importance of providing accessible and inclusive primary education in rural areas.