P.S. DALDALIYA

P.S. Daldaliya: A Rural Primary School in Chhattisgarh, India

P.S. Daldaliya, a government-run primary school in Chhattisgarh, India, stands as a testament to the nation's commitment to rural education. Established in 1996 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a vital educational foundation to the community. The school's rural location highlights the dedication to extending educational opportunities to even the most remote areas.

The school's infrastructure, while modest, is functional. Three classrooms provide space for learning, and the presence of separate boys' and girls' toilets emphasizes a commitment to inclusivity and basic sanitation needs. A library stocked with 100 books provides access to literacy resources, further enriching the learning experience. Hand pumps supply drinking water, ensuring the students' health and well-being throughout the school day. Notably, the school also provides mid-day meals, prepared on the school premises, addressing a critical aspect of student nutrition and attendance. Ramps for disabled children ensure accessibility for all students.

The school's instructional medium is Hindi, reflecting the local linguistic context. A dedicated team of four teachers—three male and one female—impart knowledge and skills to the students, fostering a supportive learning environment. The head teacher, SMT. NIRMALA BARA, leads the school with a focus on delivering quality education within the available resources. The absence of a boundary wall underscores the community's collective responsibility for safeguarding the school. However, the lack of a functional electricity connection presents a significant challenge, potentially impacting teaching and learning.

Despite the lack of advanced technology, such as computers or computer-aided learning facilities, P.S. Daldaliya remains steadfast in its commitment to providing quality primary education. The school's emphasis on basic facilities, along with its dedicated teachers and focus on mid-day meals, underscores a commitment to holistic child development. This commitment demonstrates that impactful learning can occur even amidst limited resources.

While lacking a pre-primary section and a playground, P.S. Daldaliya's dedication to fundamental education is evident. The absence of these amenities highlights the need for further development and investment to enhance the overall learning experience.

The school's location in Balrampur block of Balrampur district of Chhattisgarh places it within a specific geographic context. Further information regarding the school's specific address, contact information, or detailed academic performance is not readily available. Despite this, P.S. Daldaliya's story highlights the vital role of rural primary schools in building a strong educational foundation for young learners.

The school's operations commence each academic year in April, adhering to the standard academic calendar. The consistent provision of mid-day meals plays a critical role in student health and consistent attendance, contributing to the school's overall success.

The absence of a boundary wall, while a potential security concern, highlights the integrated nature of the school within its surrounding community. The school’s functioning is heavily dependent on the continued support and collaboration of this community.

In conclusion, P.S. Daldaliya represents a typical, yet significant, rural primary school in Chhattisgarh, showcasing both the dedication to education and the challenges faced in providing quality education in underserved communities. Despite its resource limitations, the school remains a beacon of hope and opportunity for its students. Further investments in infrastructure, technology, and resources would greatly enhance the educational experience and support its important role in the community.

The school's story serves as a compelling reminder of the ongoing need to support and invest in rural education initiatives across India to ensure equitable access to quality learning opportunities for all children.

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.