GOVT PS TIGARA FETEHPUR

GOVT PS TIGARA FETEHPUR was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in HATTA block of DAMOH 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 a playground. The school has a library and has 40 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 TIGARA FETEHPUR: A Rural Primary School in Madhya Pradesh

Located in the Hatha block of Damoh district in Madhya Pradesh, GOVT PS TIGARA FETEHPUR is a government-run primary school established in 1974. This rural school serves students from grades 1 to 5, offering a co-educational environment. The school emphasizes Hindi as the primary medium of instruction, ensuring that students receive quality education in their native language.

Despite being a rural school, GOVT PS TIGARA FETEHPUR boasts a strong foundation with a government-owned building. The school provides three well-maintained classrooms for educational activities, along with additional rooms for non-teaching purposes. While lacking a boundary wall, the school does have a playground, essential for physical activity and fostering a positive learning environment.

The school prioritizes the well-being of its students with the provision of hand pumps for drinking water, ensuring a clean and reliable source of hydration. The school also provides separate, functional toilets for boys and girls, ensuring a safe and hygienic environment. Furthermore, the presence of a library with 40 books demonstrates the school’s dedication to promoting reading and knowledge acquisition.

The school is a testament to the dedication of the Department of Education in providing accessible and quality education to students in rural areas. The presence of two male teachers, although lacking female teachers, signifies a commitment to educating young minds in the community.

While the school currently lacks access to electricity and computer-aided learning, the availability of a playground and a library highlights the school’s focus on holistic development. The provision of midday meals in the school premises further showcases the school’s commitment to the well-being of its students.

Key Features of GOVT PS TIGARA FETEHPUR:

• Location: Hatha block, Damoh district, Madhya Pradesh
• Management: Department of Education
• Establishment Year: 1974
• School Type: Co-educational primary school
• Classes: Grades 1 to 5
• Instruction Medium: Hindi
• Building: Government-owned
• Classrooms: 3
• Playgrounds: Yes
• Library: Yes, with 40 books
• Drinking Water: Hand pumps
• Toilets: 1 boys’ toilet, 1 girls’ toilet
• Midday Meal: Provided and prepared in school premises

Promoting Education in Rural India:

Schools like GOVT PS TIGARA FETEHPUR play a crucial role in providing quality education to students in rural areas. Their focus on accessibility, basic amenities, and a strong emphasis on foundational learning contributes significantly to the development of the community. By highlighting the achievements and challenges of such institutions, we can work towards ensuring that all children, regardless of their location, have access to quality education.