RGPSM PS. HARIJANMOHALLA

RGPSM PS. HARIJANMOHALLA was established in 1997 and it is managed by the Department of Education. It is located in Urban area. It is located in KHARSIA block of RAIGARH (CHHATTISGARH) 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 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 140 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.

RGPSM PS. HARIJANMOHALLA: A Detailed Profile of a Primary School in Chhattisgarh

RGPSM PS. HARIJANMOHALLA, a government primary school located in the urban area of Kharsia block, Raigarh district, Chhattisgarh, stands as a testament to educational access in the region. Established in 1997 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, with an added pre-primary section. The school’s commitment to providing a holistic learning environment is evident in its various features and initiatives.

The school’s infrastructure comprises three well-maintained classrooms, ensuring sufficient space for effective teaching and learning. A dedicated room serves the head teacher, while two additional rooms are utilized for non-teaching activities. The school building, while described as “Pucca But Broken,” reflects a need for ongoing maintenance to ensure a safe and conducive learning environment. Electricity is readily available, providing essential power for daily operations.

A significant aspect of the school’s educational approach is its focus on Hindi as the primary medium of instruction. This approach aligns with the local linguistic context and ensures effective communication and comprehension among students. The presence of a library stocked with 140 books indicates a conscious effort to foster a culture of reading and research among the students.

The school’s staffing complements its educational objectives. With a total of three teachers – two male and one female – the student-teacher ratio allows for personalized attention and tailored support. Two additional teachers are dedicated to the pre-primary section, highlighting the school’s early childhood education focus. The Head Teacher, Suklala Chouhan, plays a crucial role in overseeing the school’s operations and ensuring the smooth delivery of educational programs.

Beyond academic instruction, the school prioritizes the well-being of its students. It provides mid-day meals, prepared within the school premises, addressing nutritional needs and ensuring that students are adequately fueled for learning. Furthermore, the presence of separate functional boys’ and girls’ toilets underscores the school’s commitment to hygiene and sanitation. Ramps for disabled children are also available, demonstrating inclusivity and accessibility.

The school’s location in an urban area enhances its accessibility for the local community. Its proximity to essential resources and infrastructure ensures that students can easily commute to school and participate fully in its offerings. The absence of a playground, however, presents an opportunity for improvement. A dedicated outdoor space would provide additional opportunities for physical activity and recreation. The absence of computers and computer-aided learning further suggests areas for potential technological upgrades to enhance the learning experience.

While the school’s management operates effectively under the Department of Education, the absence of a computer lab presents a notable gap. The incorporation of technology into the curriculum could enhance student engagement, provide access to wider resources, and prepare students for the digital age.

Despite these limitations, RGPSM PS. HARIJANMOHALLA fulfills a vital role in providing primary education to the children in its community. Its dedication to providing a functional learning environment, including basic amenities such as electricity, toilets, and a library, positions it as a cornerstone of educational access in the region. The availability of ramps for disabled children and the provision of mid-day meals demonstrate the school’s commitment to inclusivity and well-being.

Future improvements could focus on enhancing the physical infrastructure, particularly by upgrading the boundary wall and providing a playground. Furthermore, introducing computer-aided learning and providing access to technological resources would significantly enhance the quality of education offered. The school’s long history and dedication to its community suggest a commitment to continued growth and development in the years to come. This commitment, coupled with potential improvements, positions RGPSM PS. HARIJANMOHALLA to play an even more impactful role in shaping the future of the Kharsia community.