GOVT PS CHARPAHADI (KULHOR) (UEGS) DUNGARIA

GOVT PS CHARPAHADI (KULHOR) (UEGS) DUNGARIA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BERASIA block of BHOPAL 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 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 1 boys toilet and it is functional. and 1 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 and Prepared in School Premises providing mid-day meal.

Govt PS Charpahadi (Kulhor) (UEGS) Dungaria: A Rural Primary School in Madhya Pradesh

Govt PS Charpahadi (Kulhor) (UEGS) Dungaria, a government-run primary school, serves the rural community of Berasia block in Bhopal district, Madhya Pradesh. Established in 1997, this co-educational institution falls under the Department of Education’s management and offers classes from 1st to 5th standard. The school’s primary language of instruction is Hindi.

The school building, a government structure, houses three well-maintained classrooms dedicated to teaching. In addition to these classrooms, the school has two additional rooms for various non-teaching activities, including a dedicated space for the teacher.

Despite being a government-run institution, the school lacks certain essential amenities. A notable absence is a boundary wall, leaving the school’s perimeter unprotected. Furthermore, the school currently does not have access to electricity. However, it does provide a crucial resource for the students: functional hand pumps supply drinking water.

Sanitation facilities are available, with one boys’ toilet and one girls’ toilet both in working order. However, the school does not possess a playground, a library, or any computers for teaching or computer-aided learning activities. The lack of a library translates to a complete absence of books within the school’s confines. Accessibility for disabled children is also a concern, as the school lacks ramps.

The school boasts a total of two teachers—one male and one female—dedicated to educating the students. Importantly, mid-day meals are provided and prepared on the school premises, ensuring that students receive proper nourishment. The school operates solely as a primary school, offering education up to the 5th grade.

The school’s location in a rural area presents both opportunities and challenges. While it serves a vital role in providing primary education to the community, the absence of some key resources highlights the need for further development and investment.

The lack of electricity poses a significant challenge to learning and overall school functionality. The absence of a library and computer resources limits the educational opportunities available to students. The need for a boundary wall also raises concerns about the safety and security of the school.

The school’s management, under the Department of Education, should prioritize securing funding to address the missing infrastructure. This includes acquiring electricity, constructing a boundary wall, establishing a library, and providing computer-aided learning facilities. Investing in these essential amenities would greatly enhance the educational experience for the students.

The community, in conjunction with the school administration, can play a key role in bridging these infrastructural gaps. Organizing community fundraising events or seeking government grants could facilitate the procurement of much-needed resources. Parental engagement in school activities can also significantly impact the school’s overall progress and effectiveness.

Addressing these deficiencies would elevate Govt PS Charpahadi (Kulhor) (UEGS) Dungaria from a basic primary school to a more comprehensive learning environment. The improvements would provide the students with a better chance to succeed and contribute positively to the community in the years to come. The school’s success hinges on collective efforts to ensure the provision of adequate infrastructure and resources.