UPSMAHUABHAVNA

UPSMAHUABHAVNA was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in AMBIKAPUR block of SURGUJA 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 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 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 370 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.

UPSMAHUABHAVNA: A Rural Primary School in Chhattisgarh, India

UPSMAHUABHAVNA is a government-run primary school located in the rural area of Ambikapur block, Surguja district, Chhattisgarh, India. Established in 2005 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s primary language of instruction is Hindi.

The school building, while government-owned, lacks a boundary wall. Despite having electricity provision, it is currently non-functional. However, the school boasts a library containing 370 books, a valuable resource for students. Importantly, ramps are available for students with disabilities, ensuring accessibility.

The school’s infrastructure comprises two classrooms, all in good condition, and additional rooms for non-teaching activities. While lacking a playground, the school provides mid-day meals, prepared on-site, a crucial support for students. The school also has separate, functional toilets for boys and girls.

The teaching staff consists of two male teachers. The school does not offer a pre-primary section. The school’s academic focus is solely on primary education (Classes 1-5). The school operates under the “Others” board for both Class 10 and Class 10+2 examinations, highlighting its unique curriculum.

The school’s location is accessible via an all-weather road, and the academic session begins in April. It’s noteworthy that the school is not residential and does not utilize its building as a shift school.

UPSMAHUABHAVNA’s commitment to providing a basic education is evident. The school’s library offers essential learning materials, and the availability of ramps underscores the school’s commitment to inclusivity. Despite lacking certain amenities such as a playground and functional electricity, the presence of a library, toilets, and the provision of mid-day meals demonstrates a focused effort to provide a foundational education for the students in its care.

While the school could benefit from improvements in infrastructure, such as functional electricity and the addition of a playground, the existing resources and the dedication of the teaching staff provide a supportive learning environment within its rural context. The school serves as an essential part of the community, providing primary education and crucial support services to its students. The school’s existence, despite the challenges, signifies the importance placed on education in this rural region of Chhattisgarh.

Further development and support for UPSMAHUABHAVNA would significantly benefit the students and the community. The addition of computer-aided learning resources and improvements to existing infrastructure would enhance the educational experience and help prepare students for future opportunities. The school’s story underscores the need for continued investment in rural education to ensure equitable access to quality education for all children.