AJ BA S DEVAR BELI

AJ BA S DEVAR BELI was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in LANJI block of BALAGHAT district of Madhya Pradesh. The school consists of Grades from 6 to 8. The school is Boys and it doesn’t have an attached pre-primary section. The school is Ashram (Govt.) 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 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 12 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 105 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

AJ BA S DEVAR BELI: A Comprehensive Profile of a Rural Boys’ Upper Primary School

AJ BA S DEVAR BELI is a government-run, boys-only upper primary school located in the rural area of LANJI block, BALAGHAT district, Madhya Pradesh. Established in 2007 under the Department of Education, this school caters to students from classes 6 to 8, offering a crucial stage of education in the region. The school operates within a pucca building, ensuring a safe and structurally sound learning environment for its students.

The school’s infrastructure includes three well-maintained classrooms designed for effective instruction. The school building also houses additional rooms for non-teaching activities and a dedicated space for the teachers. Electricity is readily available, powering the school’s operations and contributing to a conducive learning atmosphere. A functional hand pump provides a reliable source of drinking water for the students and staff.

The school boasts a library stocked with 105 books, providing valuable supplementary reading material for the students. The school also features 12 functional boys’ toilets, highlighting a commitment to providing essential sanitary facilities. The presence of two computers aids in integrating technology into the learning process, albeit without a dedicated computer-aided learning lab.

Hindi serves as the primary medium of instruction, reflecting the local language and cultural context. The school’s operational structure includes a staff of three male teachers, dedicated to providing quality education. Importantly, the school provides and prepares midday meals on its premises, ensuring that students receive proper nutrition to support their learning. The school is also residential in nature, operating as a government-run ashram school.

The school’s commitment to providing a holistic learning environment is evident in its features. While it lacks a playground, the provision of a library and computers, combined with the adequate number of classrooms and toilets, suggests a prioritization of core educational resources. The absence of ramps for disabled children is a point for potential future improvements to make the school fully inclusive.

The school’s location in a rural setting and its focus on boys’ education underscore its significant role in the local community. Its long-standing presence, established in 2007, speaks to its sustained commitment to providing quality upper primary education.

The school’s management by the Department of Education ensures a certain level of oversight and support, likely influencing its curriculum and operational practices. The use of Hindi as the medium of instruction aligns with the linguistic realities of the region, making the educational experience more accessible to the students.

This comprehensive profile of AJ BA S DEVAR BELI reveals a school striving to meet the educational needs of the boys in its community. While there’s room for future enhancements, particularly concerning accessibility for disabled students and the addition of a playground, the school demonstrates a commendable commitment to providing a structured and functional learning environment.

The information provided highlights the school’s features, from its infrastructure and facilities to its staffing and operational methods. This data gives a clear picture of its strengths and areas where improvements could be made, allowing for targeted interventions and resource allocation.

In conclusion, AJ BA S DEVAR BELI serves as a vital educational institution in its rural setting. Its continued operation and commitment to its students showcase the importance of accessible and inclusive education in remote communities. Future development plans could focus on improving accessibility and adding recreational facilities to further enhance the learning experience.