GHS TAMOT

GHS TAMOT was established in 1990 and it is managed by the Department of Education. It is located in Rural area. It is located in OBEDULLAGANJ block of RAISEN district of Madhya Pradesh. The school consists of Grades from 9 to 10. 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 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 0 girls toilet and it is functional. The school has no playground. The school has a library and has 25 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 Applicable providing mid-day meal.

GHS TAMOT: A Rural Secondary School in Raisen, Madhya Pradesh

GHS TAMOT, a secondary school located in the rural area of Obedullaganj block, Raisen district, Madhya Pradesh, stands as a testament to educational access in a rural setting. Established in 1990 under the Department of Education, this co-educational institution serves students from classes 9 to 10. The school’s commitment to education is evident in its dedicated teaching staff and available resources, despite facing certain infrastructural limitations.

The school’s instructional medium is Hindi, reflecting the local language and cultural context. A total of five teachers, including one male and four female teachers, guide students through the curriculum. The school follows the State Board for class 10, ensuring adherence to established educational standards.

While GHS TAMOT does not have a pre-primary section, its focus remains firmly on providing secondary education to the community. The school’s management is committed to providing a safe and enriching learning environment, prioritizing the educational needs of its students.

The school lacks a dedicated building, highlighting the need for infrastructural development. The absence of a boundary wall underscores the need for enhanced security measures. However, the presence of electricity ensures access to essential resources for teaching and learning.

Despite the absence of a building, GHS TAMOT offers a library with 25 books, suggesting a commitment to fostering reading and learning beyond the classroom. The availability of hand pumps provides access to clean drinking water, crucial for the health and well-being of students and staff.

The school’s location in a rural area presents both challenges and opportunities. While the rural setting may limit access to certain resources, it also fosters a close-knit community relationship between the school and its surrounding population. The school’s role in providing educational opportunities is especially important in such a setting.

The absence of a playground and computer-aided learning facilities represents areas for potential improvement and development. This would greatly enhance the learning experience and offer students exposure to modern teaching methodologies.

Further development and investment in infrastructure could significantly benefit GHS TAMOT. A dedicated building, boundary wall, and playground would improve the school’s overall learning environment and student safety. Similarly, the addition of computers and a computer lab would enhance the educational experience.

The commitment of the five teachers in providing a quality education is commendable, despite the challenges they face. Their dedication to their students in a rural setting underscores the importance of supporting educational initiatives in under-resourced communities. This underlines the significance of continued support and investment in the school’s development.

In conclusion, GHS TAMOT serves as a vital educational institution in its community, striving to provide quality secondary education despite infrastructural limitations. Ongoing support and development are crucial to further enhance its capabilities and ensure its continued success in educating the next generation. The school’s presence highlights the persistent need for investment in rural education infrastructure and resources.