VIVEKANANDA SHIKSHAY KENDRA, SUKAL

VIVEKANANDA SHIKSHAY KENDRA, SUKAL was established in 2014 and it is managed by the Unrecognised. It is located in Rural area. It is located in SATYABADI block of PURI district of Orissa. 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 N/A in nature and is not using school building as a shift-school. Odia 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 N/A 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 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a 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 Not Applicable providing mid-day meal.

VIVEKANANDA SHIKSHAY KENDRA, SUKAL: A Rural Primary School in Odisha

Located in the Sukal village of Odisha, VIVEKANANDA SHIKSHAY KENDRA is a primary school catering to students from Class 1 to Class 5. Established in 2014, the school is managed by an unrecognized entity and operates in a rural setting. The school offers instruction in Odia, with a total of two teachers, both male.

Despite its rural location, the school boasts a library, indicating a commitment to fostering a love for reading and knowledge. While the school does not have computer-aided learning facilities or electricity, the presence of a library signifies an alternative approach to enriching the learning experience.

The absence of a boundary wall might seem concerning, but it could potentially reflect a sense of openness and community engagement. The school’s lack of a playground and drinking water facilities raises some concerns regarding basic amenities and overall student well-being.

The absence of ramps for disabled students underscores the need for greater accessibility and inclusivity in educational institutions. The school’s focus on primary education highlights the crucial role it plays in providing foundational knowledge and skills to young learners in the community.

Key Highlights:

• Instruction Medium: Odia
• School Type: Co-educational
• Total Teachers: 2 (both male)
• Management: Unrecognised
• School Area: Rural
• Academic Title: Primary only (1-5)
• Amenities: Library

Challenges and Opportunities:

The school’s lack of basic amenities like electricity, computer facilities, and a playground presents a significant challenge to providing a comprehensive learning environment. The absence of ramps for disabled students also highlights the need for greater accessibility and inclusivity.

However, the presence of a library and a commitment to offering primary education in the local language indicates a dedication to fostering learning within the community.

Future Directions:

Improving accessibility by building ramps for disabled students would be a crucial step towards inclusivity. Investing in basic amenities like electricity and computer facilities would enhance the learning experience and open up new possibilities for students.

The school’s commitment to primary education positions it as a vital resource for the local community. Addressing the challenges and leveraging existing strengths could create a more robust and vibrant learning environment for students in Sukal.