E.G.S. (BALAI KHEDA) BAJRANGKHEDA

E.G.S. (BALAI KHEDA) BAJRANGKHEDA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in GHATTIA block of UJJAIN district of Madhya Pradesh. 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 No Building building. It has got 0 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 no 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 Provided but not Prepared in School Premises providing mid-day meal.

E.G.S. (BALAI KHEDA) BAJRANGKHEDA: A Detailed Profile of a Rural Primary School

E.G.S. (BALAI KHEDA) BAJRANGKHEDA is a primary school located in the rural area of GHATTIA block, UJJAIN district, Madhya Pradesh, India. Established in 2010, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school operates without a dedicated school building, relying on alternative arrangements for its educational activities. Instruction is primarily conducted in Hindi.

The school’s infrastructure currently lacks a boundary wall and electricity connection. The water supply situation presents a significant challenge, with no drinking water source available on the premises. Further highlighting the infrastructural limitations, the school lacks a playground and a library, limiting extracurricular activities and enriching learning experiences. Accessibility for students with disabilities is not currently catered to, as ramps are not present. The absence of computer facilities and a computer-aided learning lab also restricts access to modern technological learning tools.

Despite the infrastructural deficiencies, the school employs two teachers – one male and one female – dedicated to providing education to the students. Meals are provided to the students, although these are not prepared within the school premises. The absence of any pre-primary section means that the school caters exclusively to primary school-aged children.

The school’s operational details reveal further limitations. There is no head teacher, and the school itself is not residential. This lack of leadership and residential facilities highlights the need for enhanced resources and support. The school operates without a dedicated computer lab, further emphasizing the need for technological investments.

The absence of a school building underscores the challenges faced by the institution. The lack of a structured learning environment could impact the quality of education and learning for the children. Improvements in building infrastructure could significantly enhance the learning environment and support a more conducive atmosphere for both students and teachers.

Addressing the lack of essential amenities, such as a reliable water supply, electricity, and a functional library, is crucial for optimizing the learning experience. These provisions are not only essential for comfortable learning but also contribute to overall health, hygiene, and safety.

Investing in technological resources, including computers and establishing a computer-aided learning lab, could bridge the technological gap and prepare students for future educational endeavors. Providing access to digital resources can enhance engagement and ensure alignment with contemporary learning methods.

The absence of a playground hinders the provision of physical activities essential for children’s overall development. A dedicated playground could offer a space for recreational activities and foster a holistic learning environment promoting physical and social growth.

The establishment of a boundary wall would be essential for enhancing the security and safety of the school premises, protecting both students and staff. It would create a safer environment and encourage a sense of security among the school community.

The lack of ramps for disabled children underscores the need for creating a more inclusive environment. Making the school physically accessible for all children would promote inclusivity and equal opportunities for all students, ensuring that all students feel safe and valued. Addressing these issues could lead to significant improvements in the overall learning experience, fostering a better educational environment for the children of E.G.S. (BALAI KHEDA) BAJRANGKHEDA.