PS KERAHA KALA

PS KERAHA KALA was established in 1981 and it is managed by the Department of Education. It is located in Rural area. It is located in HANUMANA block of REWA district of Madhya Pradesh. 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 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.

PS Keraha Kala: A Rural Primary School in Rewa, Madhya Pradesh

PS Keraha Kala, a government-run primary school, serves the rural community of Hanumana block in Rewa district, Madhya Pradesh. Established in 1981 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5, playing a vital role in the local area’s educational landscape.

The school’s infrastructure comprises three classrooms housed within a government building, ensuring a conducive learning environment for its students. A playground provides a space for recreation and physical activity, contributing to the holistic development of the children. The school’s accessibility is further enhanced by its location along an all-weather road, ensuring convenient access for students and staff regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar of the region.

Instruction at PS Keraha Kala is delivered in Hindi, catering to the linguistic needs of the local population. The school’s staff comprises two male teachers dedicated to providing quality education. The school also prioritizes nutrition, providing mid-day meals prepared on the premises, ensuring students receive proper nourishment to support their learning.

While the school lacks certain amenities, such as electricity, boundary walls, and a library, it maintains functional hand pumps for drinking water, along with separate, functional boys’ and girls’ toilets. These facilities, while basic, contribute to the overall functionality and safety of the school. The absence of a computer-aided learning lab and computers reflects the school’s current resource constraints.

The school’s management actively ensures the upkeep and functioning of its facilities. The three classrooms are reported to be in good condition, suggesting a commitment to providing a suitable learning space for the students. The school’s commitment to providing a safe and functional environment remains apparent despite its limited resources.

PS Keraha Kala’s commitment to education is further emphasized by its history, having operated for over four decades. This longevity highlights its importance to the local community, serving as a pillar of education in a rural setting.

The school’s status as a government institution ensures ongoing support and oversight, providing stability and access to resources within the limitations of the current situation. While challenges remain, the presence and ongoing operation of PS Keraha Kala represent a significant contribution to the educational landscape of Hanumana, serving as a testament to the commitment to education within the local community.

The school’s lack of certain amenities, such as a library and computers, presents opportunities for improvement and potential areas for future development. These aspects could be addressed through community engagement, fundraising initiatives, or government support.

The future of PS Keraha Kala rests upon continued community involvement and support. Collaborations with local organizations and government agencies could play a pivotal role in enhancing the school’s facilities and resources, ensuring its continued success in providing quality primary education.

In conclusion, PS Keraha Kala serves as a valuable educational resource in its community, despite its current limitations. With continued support and strategic development, the school can overcome challenges and further enhance its capacity to serve the children of Hanumana block.