E.G.S. KESARPURA BEEKA AMLAWAD

E.G.S. KESARPURA BEEKA AMLAWAD was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BARNAGAR 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 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 Hedges boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 10 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 and Prepared in School Premises providing mid-day meal.

E.G.S. Kesarpura Beeka Amlawad: A Comprehensive Profile of a Rural Primary School

E.G.S. Kesarpura Beeka Amlawad, a government primary school located in the rural heartland of Madhya Pradesh, India, stands as a testament to the commitment to education in underserved communities. Established in 1997 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to the children of Barnagar block, Ujjain district. The school’s instruction medium is Hindi, catering to the linguistic needs of the local population.

The school’s infrastructure, though modest, serves its purpose effectively. Housed in a government building, the school boasts three well-maintained classrooms dedicated to learning. These are supplemented by additional rooms used for non-teaching activities, including a dedicated space for the school’s teachers. The school grounds include a playground, a valuable asset for children’s physical activity and recreation, and a library stocked with 10 books, providing valuable reading material for students.

Essential facilities crucial for a conducive learning environment are in place. Reliable access to drinking water is ensured through functional hand pumps, addressing a fundamental need for the students. Sanitary facilities are available with one boys’ and one girls’ toilet, each maintained to ensure hygiene and cleanliness. Ramps for disabled children ensure accessibility, showcasing the school’s commitment to inclusivity. The school is surrounded by a hedge boundary wall, providing a measure of security and defining its physical boundaries.

Despite the presence of several critical amenities, some essential components remain absent. The school currently lacks an electricity connection, highlighting a need for improved infrastructure. Furthermore, there is no computer-aided learning facility, implying a possible gap in leveraging technology for enhanced teaching and learning.

The school’s staffing includes two male teachers who dedicate their efforts to providing quality education to the students. The school proudly provides and prepares mid-day meals on its premises, ensuring that students have access to nutritious food necessary for their physical and mental well-being.

The school’s management is dedicated to providing a safe and supportive learning environment. The presence of a playground and a library, though small, demonstrate a commitment to providing a holistic educational experience beyond the classroom.

The school’s rural location emphasizes its vital role in providing access to education for children in an area where opportunities may be limited. Its relatively small size and basic amenities allow for a focused approach to providing quality primary education.

The school’s unique characteristics, including its rural setting, its reliance on basic resources, and its dedicated teaching staff, paint a picture of a community working diligently to educate its youth. This dedication is reflected in the school’s existence and continued operation, providing a beacon of hope and opportunity.

E.G.S. Kesarpura Beeka Amlawad’s story illustrates the challenges and triumphs of providing education in rural India. Its continued operation, in spite of resource limitations, is a testament to the commitment of its staff and the community it serves.

The school’s profile reveals both its strengths and areas requiring further development. Future improvements could focus on acquiring electricity, introducing computer-aided learning, and expanding the library’s collection, to further enhance the quality of education provided.