GBPS ASHRAM TARICHARKALA

GBPS ASHRAM TARICHARKALA was established in 1984 and it is managed by the Department of Education. It is located in Urban area. It is located in NIWARI block of TIKAMGARH 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 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 1 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 None 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 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 Not Provided providing mid-day meal.

GBPS Ashram Taricharkala: A Comprehensive Overview

GBPS Ashram Taricharkala, a government-run primary school, stands as a vital educational institution in the heart of Tikamgarh district, Madhya Pradesh. Established in 1984 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, catering to the educational needs of the local urban community. The school’s location in the Niwari block makes it easily accessible to students residing in the area.

The school’s infrastructure includes a single classroom, ensuring a focused learning environment for its students. Complementing this is a sturdy pucca boundary wall and a reliable electricity connection, guaranteeing the safety and conducive learning environment of the institution. A functional playground provides a space for recreational activities and physical development, vital for the holistic growth of the students. However, the absence of a library is noted.

The school’s teaching staff comprises two male teachers, headed by headmaster Harish Sahu. Hindi serves as the primary medium of instruction, making learning accessible to the local student population. The school operates on an April academic calendar, ensuring alignment with the national academic schedule.

The school’s physical structure consists of a government-provided building. In addition to the classroom, the school utilizes two other rooms for non-instructional purposes. Separate toilet facilities for boys and girls ensure proper hygiene. The school’s infrastructure does not include ramps for disabled access and lacks computer-aided learning facilities. The school does not provide mid-day meals.

The school’s Ashram (Govt.) residential nature sets it apart, distinguishing it from other educational institutions in the region. It’s important to note that the school has undergone relocation, indicating a commitment to providing improved facilities for the students. The school building is not used as a shift school, ensuring dedicated learning time for the students.

While the lack of a library and computer-aided learning facilities presents a challenge, the presence of dedicated teachers, a stable infrastructure, and a supportive government framework all contribute to a functional and relatively well-equipped educational institution. The school’s commitment to providing quality education within its resource constraints is evident.

The school’s commitment to education is reflected in its steadfast operations since its establishment in 1984. Its location in an urban area ensures accessibility for students. The school’s reliance on Hindi as the medium of instruction underscores its commitment to serving the local community.

GBPS Ashram Taricharkala’s current limitations present opportunities for future development. The addition of a library, computer lab, and potentially more classrooms could significantly enhance the learning experience. Improved resources could empower students with advanced learning tools and broaden their academic horizons.

The absence of a mid-day meal program highlights a need for further support to improve the welfare of the students. Such provisions could help to address issues of food security and improve the overall learning environment.

Looking ahead, investments in infrastructure and resources could significantly enhance the educational outcomes for the students. The school’s dedication to education, combined with the potential for further growth, ensures a promising future for GBPS Ashram Taricharkala. This school serves as a testament to the importance of education in shaping the community’s development.