TWD P.S. MUNDATIKRAPARA BARSOOR

TWD P.S. MUNDATIKRAPARA BARSOOR was established in 2006 and it is managed by the Department of Education. It is located in Urban area. It is located in GEEDAM block of DANTEWADA district of Chhattisgarh. 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 4 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 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 Provided and Prepared in School Premises providing mid-day meal.

TWD P.S. Mundatikrapra Barsor: A Detailed Profile of a Chhattisgarh Primary School

TWD P.S. Mundatikrapra Barsor, a government-run primary school in the urban area of Dantewada district, Chhattisgarh, stands as a testament to the ongoing efforts to provide primary education in the region. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journey.

The school’s infrastructure comprises a government building featuring four well-maintained classrooms dedicated to instruction. Complementing the classrooms are additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a playground and a library stocked with 100 books, the absence of a boundary wall and currently non-functional electricity pose some challenges.

However, the school ensures the well-being of its students through functional hand pumps providing clean drinking water, and separate, functional boys’ and girls’ toilets. Ramps for disabled children are available, ensuring inclusivity.

The school’s academic approach centers around Hindi as the medium of instruction. Two male teachers currently guide the students, while the head teacher, Narayan Singh Bhuraya, leads the school’s administration. The school follows the standard academic calendar, commencing its session in April.

The school’s mid-day meal program is a significant aspect of its operations, with meals prepared and provided on-site. This ensures students receive proper nourishment, supplementing their learning experience. The school’s commitment to providing a holistic educational experience highlights its crucial role within the community. Further development and improvements could enhance the learning environment and resources available to students.

Despite the limitations of the current infrastructure, such as the lack of a boundary wall and the need for functional electricity, the school demonstrates a commitment to providing quality primary education to the children of the area. The availability of a library and playground speaks to the school’s efforts to foster a comprehensive learning environment beyond the classroom.

The use of Hindi as the medium of instruction underscores the school’s efforts to cater to the local linguistic needs of the students. The presence of only male teachers warrants attention and the possibility of increasing diversity in the teaching staff could offer a broader perspective to the student body.

The school’s status as a non-residential institution implies a focus on daytime learning and engagement. This necessitates community involvement and the creation of supportive home learning environments.

The school’s categorization under “Others” for both class 10th and 10+2 boards implies it may function under a different, less commonly known curriculum or certification body. Further exploration of this aspect would provide more insight into the school’s unique educational program.

In conclusion, TWD P.S. Mundatikrapra Barsor represents a significant educational resource within its community. While improvements could enhance its infrastructure and resources, the school’s existing provisions, combined with its dedicated staff, contribute to the provision of primary education in the region.

Moving forward, investments in infrastructure development, technological upgrades, and teacher training could further enhance the educational quality and overall impact of this vital educational institution in the heart of Dantewada. Continuous monitoring and support will allow it to further flourish and effectively serve the local community.