G.B.M.S.BERDA

G.B.M.S.BERDA was established in 1984 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SAILANA block of RATLAM 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 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 No Boundary Wall 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 0 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 45 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.

G.B.M.S. BERDA: A Rural Upper Primary School in Madhya Pradesh

G.B.M.S. BERDA, a government-run upper primary school, serves the rural community of Sailana block in Ratlam district, Madhya Pradesh. Established in 1984 under the management of the Tribal/Social Welfare Department, this boys-only school caters to students from classes 6 to 8, offering a crucial stage of education in the region.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While it boasts a playground and a library stocked with 45 books, the school currently lacks a boundary wall and electricity. However, it does provide access to drinking water via hand pumps and features ramps, ensuring accessibility for students with disabilities.

The school’s teaching staff comprises four male teachers, providing instruction primarily in Hindi. The school’s operational model is straightforward, focusing on delivering quality upper primary education. There is a dedicated head teacher, Mr. MOHANLAL GHODAWAT, overseeing the academic and administrative functions of the school. Importantly, the school participates in the mid-day meal program, although meals are not prepared on the premises.

G.B.M.S. BERDA, despite its resource constraints, plays a vital role in the education of boys in the rural area. The presence of a library and playground highlights the school’s commitment to providing a holistic learning environment.

The school’s location in a rural setting presents both challenges and opportunities. Access to technology, such as computers and computer-aided learning, remains a significant need for future development.

The school’s management structure, under the Tribal/Social Welfare Department, ensures that it remains aligned with the government’s objectives for providing quality education to underserved communities.

The absence of a boundary wall and electricity highlights areas requiring improvement, presenting opportunities for community engagement and potential funding applications.

The school’s reliance on hand pumps for drinking water underscores the importance of regular maintenance and monitoring to ensure the continued health and well-being of students.

The single girls’ toilet facility requires careful management to ensure hygiene and safety for its users. This is a key area for consideration in future improvements.

In conclusion, G.B.M.S. BERDA represents a vital educational resource in its rural community, providing valuable upper primary education to boys in the region. With targeted improvements in infrastructure and resources, the school has the potential to further enhance its contribution to the community’s development.