SASWATI SHI.MAN. BADETEMARI

SASWATI SHI.MAN. BADETEMARI was established in 2008 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BASNA block of MAHASAMUND 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 Private 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 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 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 Provided providing mid-day meal.

SASWATI SHI.MAN. BADETEMARI: A Rural Primary School in Chhattisgarh

SASWATI SHI.MAN. BADETEMARI is a private, co-educational primary school located in the rural BASNA block of MAHASAMUND district, Chhattisgarh. Established in 2008, this unaided school caters to students from Class 1 to Class 5, with a supplementary pre-primary section. The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher.

The school’s management prioritizes a conducive learning environment. A library stocked with 100 books encourages a love for reading, and a playground provides ample space for recreational activities. The school building has a pucca but broken boundary wall and is equipped with electricity. Clean drinking water is accessible through functional hand pumps. Separate boys’ and girls’ toilets, both functional, ensure hygiene and safety.

The school’s teaching staff comprises five teachers – three male and two female – led by Head Teacher MR. GAFFAR KHAN. Hindi serves as the medium of instruction. The school is easily accessible via an all-weather road, and the academic session commences in April.

While the school boasts a library and playground, it currently lacks computer-aided learning facilities and computers. Mid-day meals are not provided at this time. The absence of ramps indicates a need for future accessibility improvements for students with disabilities.

SASWATI SHI.MAN. BADETEMARI’s commitment to education is evident in its provision of basic facilities and dedicated teaching staff. Its rural location highlights the importance of supporting educational institutions in underserved communities.

The school’s operational details are noteworthy. It operates from a private building and follows a standard academic schedule. The emphasis on a pre-primary section showcases a dedication to early childhood development.

The school’s management structure as a Pvt. Unaided institution highlights its reliance on private funding and community support. This underscores the need for continued investment to further enhance its resources and infrastructure.

The school’s reliance on Hindi as the medium of instruction reflects the local linguistic context. This approach facilitates effective communication and comprehension among students and teachers.

The accessibility of the school via an all-weather road significantly reduces barriers to education, ensuring students can attend regardless of weather conditions. This accessibility is crucial for maximizing enrollment and attendance.

The absence of certain amenities, such as computer-aided learning and mid-day meals, presents opportunities for improvement and potential partnerships with NGOs or government programs to bridge these gaps.

The school’s overall structure and provision of basic educational necessities showcase a commitment to delivering primary education within a rural setting. However, potential for expansion and enhancement of facilities to provide a more holistic educational experience remains.