RANI AWANTEE BAI KIDAS SCHOOL TELKA

RANI AWANTEE BAI KIDAS SCHOOL TELKA was established in 2013 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DHAMDHA block of DURG district of Chhattisgarh. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is N/A 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 Rented 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 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 a playground. The school has a library and has 10 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 Not Provided providing mid-day meal.

Rani Awantee Bai Kidas School Telka: A Detailed Profile

Rani Awantee Bai Kidas School Telka, located in the rural Dhamdha block of Durg district, Chhattisgarh, stands as a testament to primary education in a rural setting. Established in 2013 under private, unaided management, this co-educational institution caters to students from Class 1 to Class 5, also offering a pre-primary section. The school operates from a rented building, equipped with two classrooms ensuring a conducive learning environment for its students.

The school’s infrastructure, while modest, serves its purpose effectively. Two classrooms provide space for instruction, and other facilities include a functional well providing drinking water, a playground for recreational activities, and a library stocked with 10 books, fostering a love for reading. Separate boys’ and girls’ toilets are available, reflecting a commitment to providing basic amenities for the students. Importantly, ramps are in place to ensure accessibility for children with disabilities. The school also benefits from an electricity connection, ensuring a consistent learning environment. However, the school lacks a boundary wall and computer-aided learning facilities.

The teaching staff comprises two female teachers, dedicated to imparting knowledge and shaping young minds. Three additional teachers are dedicated to the pre-primary section. Hindi serves as the primary language of instruction, aligning with the local context and ensuring effective communication between teachers and students. The school’s commitment to education is further highlighted by the presence of a functional library, albeit with a modest collection. The playground provides essential space for physical activity and socialization.

The school’s rural location underscores its vital role in providing access to education for children in this area. Its establishment in 2013 marks a significant step towards expanding educational opportunities in the community. The school’s operational model reflects the realities of resource constraints common in many rural areas while highlighting the dedicated efforts made to maintain a functional learning space for the community. The lack of a boundary wall, while a point of needed improvement, does not detract from the overall positive contributions made by the school.

The availability of separate toilet facilities for boys and girls underscores the school’s commitment to gender equality and the provision of safe and hygienic facilities for all students. The presence of ramps for disabled children highlights a proactive effort toward inclusive education. The school’s operational model, while dependent on a rented building, reflects the pragmatic adaptation to resource limitations.

Despite lacking computer-aided learning facilities, the school’s focus on providing basic education through dedicated teachers and essential resources shows that it effectively meets its core mandate of serving the educational needs of the community. The availability of a library, though modest, promotes literacy and a love for learning. The provision of a playground encourages physical activity and healthy development. The school’s location in a rural area highlights its significance in expanding access to primary education in underserved communities.

The school’s modest infrastructure, including the rented building and lack of a boundary wall, points to the need for further investment and support. However, the school’s dedication to education is evident in the dedicated teaching staff and basic facilities provided. The school’s positive aspects, such as the provision of a library and a playground, highlight its role in holistic child development.

The school’s operational model is based on the commitment and dedication of its teachers and staff. The modest facilities are managed effectively to provide a basic learning environment. While certain improvements are needed, the overall performance of the Rani Awantee Bai Kidas School demonstrates resilience and a commitment to serving the community’s educational needs.

In conclusion, Rani Awantee Bai Kidas School Telka represents a vital educational institution in a rural setting, demonstrating a commitment to providing primary education despite limitations in resources and infrastructure. Its existence and continued operation signify a positive impact on the community by providing access to education for children in this area. The school’s continued success depends on community support and potential investment to address the identified infrastructural needs.