S.S. MANDIR MALKHARODA

S.S. MANDIR MALKHARODA was established in 1989 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MALKHARODA block of JANJGIR CHAMPA district of Chhattisgarh. The school consists of Grades from 1 to 8. 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 Private building. It has got 10 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 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 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 Not Applicable providing mid-day meal.

S.S. MANDIR MALKHARODA: A Comprehensive Profile of a Rural Primary School

S.S. MANDIR MALKHARODA, a private, co-educational primary school, stands as a vital educational institution in the rural landscape of Chhattisgarh, India. Established in 1989, the school provides education from Class 1 to Class 8, catering to the needs of a community nestled within the MALKHARODA block of the JANJGIR CHAMPA district. Its commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school’s infrastructure includes ten well-maintained classrooms, providing ample space for learning. A functional library, stocked with 100 books, fosters a love for reading among students. A dedicated playground offers a space for physical activity and recreation, essential for the holistic development of children. The presence of both boys’ and girls’ toilets underscores the school’s commitment to providing a safe and inclusive environment for all students. The school’s building, while described as “Pucca But Broken,” highlights a need for ongoing maintenance and potential upgrades. Reliable electricity and functional hand pumps for drinking water ensure a conducive learning environment.

The teaching staff comprises ten dedicated educators – four male and six female teachers – working collaboratively to impart knowledge. Two additional teachers are dedicated to the pre-primary section, which complements the school’s primary and upper-primary curriculum. The school utilizes Hindi as its primary medium of instruction, reflecting the local linguistic context. The school’s management, classified as “Pvt. Unaided,” showcases its independent operational structure.

The academic curriculum covers a comprehensive range of subjects, ensuring a well-rounded education for its students. The school’s academic focus extends to both primary and upper-primary levels (Classes 1-8), providing a continuous educational pathway for its students. The school’s affiliation with “Others” boards for both Class 10th and Class 10+2 indicates a unique approach to curriculum development and assessment. The school’s location in a rural area highlights its crucial role in providing educational opportunities in underserved communities.

The school’s location is accessible by all-weather roads, guaranteeing consistent student attendance regardless of weather conditions. The school year begins in April, aligning with the regional academic calendar. The absence of a computer lab and computers, despite the presence of electricity, highlights a potential area for future development and technological integration within the classroom. The lack of ramps for disabled children indicates a possible need for future accessibility improvements.

The absence of a dedicated head teacher is noted, potentially indicating a shared leadership structure or temporary vacancy. The school’s non-residential nature focuses its resources on providing high-quality daytime education. The school’s commitment to offering pre-primary education underscores its holistic approach to early childhood development. The lack of a mid-day meal program indicates reliance on family support for students’ nutritional needs.

S.S. MANDIR MALKHARODA demonstrates a commitment to providing quality education within its community. While some areas require improvement, the school’s strong foundation, dedicated staff, and available resources demonstrate a consistent effort to meet the educational needs of its students. The school’s rural location emphasizes the importance of supporting educational institutions in underserved areas.

The data provided presents a snapshot of S.S. MANDIR MALKHARODA’s operational status and strengths. The school’s future success hinges on addressing identified infrastructural and technological needs while maintaining its commitment to providing a high-quality education for its students. Continued support and investment in rural education are crucial for fostering the growth and development of communities like MALKHARODA.

This detailed profile aims to provide a comprehensive understanding of S.S. MANDIR MALKHARODA. By highlighting both its achievements and areas for potential improvement, this overview serves as a valuable resource for those seeking to better understand the context of rural education in India.