P.S.URAVPAR.A

P.S.URAVPAR.A was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in LUNDRA 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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.URAVPAR.A: A Rural Primary School in Chhattisgarh

P.S.URAVPAR.A, a government-run primary school, serves the rural community of Lundra block in Surguja district, Chhattisgarh. Established in 2004 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to children in the surrounding area. The school’s commitment to education is evident in its dedicated teaching staff and available resources, contributing to the educational landscape of the region.

Infrastructure and Resources: The school building houses three classrooms, all in good condition, ensuring a conducive learning environment for students. Two boys’ toilets and two girls’ toilets are available, addressing the basic sanitation needs of the students. A significant asset is the school’s library, stocked with 100 books, offering students access to diverse reading materials. Furthermore, hand pumps provide a reliable source of drinking water. Accessibility features include ramps for disabled students, ensuring inclusivity within the school environment.

Teaching and Learning: Hindi serves as the primary language of instruction. The school employs two teachers – one male and one female – dedicated to providing quality education to their students. The school also features a well-established mid-day meal program, preparing and providing meals on the premises, contributing to the overall well-being of the students. The school’s commitment to education extends to the holistic development of its students, encompassing academic instruction and necessary support systems.

Absence of Certain Amenities: Notably, the school currently lacks electricity and a boundary wall. While a playground is absent, the presence of a library and ramps for the disabled compensates to some degree. The absence of computer-aided learning and computers themselves highlights areas for potential future improvement and expansion.

School Details: The school operates on an academic calendar that begins in April, aligning with the typical Indian school year. Its rural location presents both challenges and opportunities. While access to technology is limited, the school’s focus on basic literacy and numeracy, coupled with its commitment to providing meals and a safe learning environment, forms the bedrock of its mission.

Community Impact: P.S.URAVPAR.A plays a crucial role in providing primary education to children in the rural community. By offering a supportive learning atmosphere and essential resources, the school equips students with the foundational skills necessary for future educational endeavors. The school’s existence significantly contributes to improving literacy and educational standards within the region.

Future Development: While the school currently lacks certain amenities, its existence demonstrates a commitment to education in a rural setting. Potential future development could focus on addressing the absence of electricity, constructing a boundary wall, and incorporating technology and computer-aided learning into the curriculum. These improvements would further enhance the quality of education offered at P.S.URAVPAR.A.

Conclusion: P.S.URAVPAR.A represents a vital educational hub in the rural landscape of Chhattisgarh. Despite some limitations, the school’s dedicated staff, basic facilities, and mid-day meal program contribute significantly to the community’s development. Continued support and investment in the school’s future can help it overcome its current challenges and reach its full potential.

Keywords: P.S.URAVPAR.A, Primary School, Chhattisgarh, Rural Education, India, Education, School Infrastructure, Library, Mid-day Meal, Co-educational, Department of Education, Hindi Medium, Accessibility, Hand Pumps, Government School.