NPS SADAKPARA(CHHOTE MUDPAR)(SSA)

NPS Sadakpara (Chhote Mudpar) (SSA): A Comprehensive Overview

NPS Sadakpara (Chhote Mudpar) (SSA), a government primary school in the rural area of Chhattisgarh, India, offers a glimpse into the educational landscape of a developing region. Established in 2005 under the Department of Education, this co-educational institution caters to students from classes 1 to 5, providing a foundational education in Hindi.

The school's infrastructure comprises three classrooms, ensuring sufficient space for its students. While the school boasts a library containing 60 books and a playground for recreational activities, the absence of a boundary wall presents a unique challenge. The school's electricity supply, though present, is currently non-functional, highlighting a need for maintenance and repair. However, the provision of hand pumps ensures access to clean drinking water for the students and staff.

The school's teaching staff consists of three dedicated educators – two male teachers and one female teacher – who play a pivotal role in shaping young minds. The head teacher, Kartikeshwar Sahu, provides leadership and guidance to ensure the smooth functioning of the institution. The school's commitment to providing a nutritious midday meal, prepared on the premises, further supports the holistic development of its students. The school's facilities also include separate functional toilets for boys and girls, ensuring a safe and hygienic environment for all.

The school's operational practices showcase its adherence to established educational norms. The academic year commences in April, following a standard academic calendar. Interestingly, despite being a primary school, the school's academic records indicate that it is affiliated with an "Others" board, suggesting a unique educational approach tailored to the local context. The school lacks computers and a computer-aided learning lab, suggesting potential areas for technological advancement. Furthermore, the school's accessibility for students with disabilities is enhanced by the presence of ramps, highlighting a proactive approach to inclusive education.

The absence of a pre-primary section and the non-residential nature of the school provide additional context to the school's overall profile. This information can be used to plan for future growth and development.

The school's location in the Kharshia block of Raigarh district, with a pincode of 496661, provides geographical context. Although contact information such as phone number and email address are unavailable, this detailed profile offers a comprehensive understanding of the school's strengths, challenges, and potential areas for improvement. This information is valuable for policymakers, educational researchers, and anyone interested in understanding the educational landscape of rural Chhattisgarh.

Further investigation could explore the impact of the lack of electricity and a boundary wall on the school's overall functioning and the potential for future development initiatives. The unique board affiliation also warrants further investigation to fully understand the school's unique curriculum and teaching methodologies.

The information provided demonstrates the importance of understanding the specific needs and challenges faced by rural schools in developing regions. The lack of certain amenities highlights potential areas for improvement and support from local and national authorities.

In conclusion, NPS Sadakpara (Chhote Mudpar) (SSA) represents a typical rural primary school in Chhattisgarh, showcasing both its operational effectiveness and its areas for potential growth. Addressing the challenges highlighted – specifically the lack of functional electricity and a boundary wall – will contribute significantly to enhancing the educational experience for the students. The school’s commitment to providing a midday meal and having accessible ramps for disabled students demonstrates the school's dedication to its students. The commitment to education despite the challenges is noteworthy. The data, while incomplete in certain aspects, provides a sufficient understanding of the school’s current state and potential for future development.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.