SETELITE SHALA CHAMARKHOH

SETELITE SHALA CHAMARKHOH was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in CHITARANGI block of SINGRAULI 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 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 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 but not Prepared in School Premises providing mid-day meal.

Setelite Shala Chamarkhoh: A Comprehensive Profile of a Rural Primary School

Setelite Shala Chamarkhoh, a government-run primary school, stands as a vital educational institution serving the rural community of Chitarangi block in Singrauli district, Madhya Pradesh. Established in 2009 under the Department of Education, this co-educational school caters to students from classes 1 to 5, providing a foundational education within its modest infrastructure.

The school’s infrastructure comprises two classrooms, each maintained in good condition, ensuring a conducive learning environment for its students. The school also features separate rooms for non-teaching activities and a designated space for the school’s teachers. A noteworthy feature is the presence of a playground, offering students valuable recreational space and opportunities for physical activity. However, the school lacks a boundary wall and electricity connection, presenting challenges to its operations.

Despite the absence of certain amenities, the school demonstrates commitment to its students’ well-being. The provision of a functional hand pump ensures access to clean drinking water. Furthermore, separate, functional boys’ and girls’ toilets are available, promoting hygiene and sanitation within the school premises. Importantly, the school facilitates the mid-day meal program, although meal preparation does not occur on-site.

The school’s educational approach is rooted in Hindi as the medium of instruction. While the school doesn’t offer a pre-primary section or computer-aided learning, it utilizes its existing resources effectively. The teaching staff comprises four male teachers, dedicated to delivering quality education to the students. The school’s curriculum focuses on the primary level, covering essential subjects and skills.

The absence of a library and computer facilities highlights the school’s resource limitations. However, the presence of a playground and functional sanitation facilities demonstrates a commitment to the holistic development of its students. This further underscores the school’s dedication to offering education to children in a rural setting, despite infrastructural limitations.

The school’s management, under the Department of Education, plays a crucial role in shaping its policies and operations. Their ongoing support is essential in improving the school’s facilities and enriching the learning environment.

The school’s all-weather road accessibility ensures that students can attend school regardless of weather conditions. Its academic session begins in April, following the standard academic calendar. The school’s location in a rural area further underscores its role in providing educational opportunities to underserved communities.

The absence of a school-provided computer lab and library points to potential areas for improvement and future development. Acquiring these resources would significantly enhance the students’ learning experience and equip them with essential 21st-century skills.

In conclusion, Setelite Shala Chamarkhoh serves as a testament to the importance of basic education in rural settings. While resource constraints exist, the school’s dedication to providing quality education within its limitations is commendable. Addressing the infrastructural needs and resource gaps would further empower the school to enhance its educational offerings and provide even better opportunities for its students. The school’s success hinges on continuous support from the Department of Education and local stakeholders.