GOVT. HS BAHERA DOL

GOVT. HS BAHERA DOL was established in 2010 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KUSAMI block of SIDHI 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 Government 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 300 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.

GOVT. HS BAHERA DOL: A Rural Secondary School in Madhya Pradesh

GOVT. HS BAHERA DOL, a government-run secondary school, serves the rural community of Bahera Dol in the Sidhi district of Madhya Pradesh, India. Established in 2010 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 9 to 10. The school’s location in a rural area highlights its vital role in providing educational opportunities to underserved communities.

The school’s infrastructure includes a government-provided building equipped with essential facilities. While lacking a boundary wall, the school enjoys a reliable electricity connection. The provision of hand pumps ensures access to drinking water, a crucial factor for maintaining student health and hygiene. Separate functional boys’ and girls’ toilets further contribute to a safe and comfortable learning environment. A library stocked with 300 books supports the students’ academic pursuits, and ramps are available for disabled students, ensuring inclusivity.

Despite the presence of a library and ramps for accessibility, the school currently lacks a playground and computer-aided learning facilities. The absence of computers restricts access to modern educational technology, highlighting a potential area for future development and improvement. The school’s instruction is primarily in Hindi, reflecting the local linguistic context.

The school’s administrative structure, while not detailed, emphasizes its rural setting and the focus on secondary education. The absence of specified teacher numbers in the provided data, however, suggests further information might be required to fully understand the school’s staffing and operational capacity.

The school’s status as a non-residential institution means students commute daily. This factor underscores the importance of accessibility via all-weather roads, ensuring uninterrupted schooling even during inclement weather. The commencement of the academic year in April aligns with the typical Indian academic calendar.

The school’s management by the Tribal/Social Welfare Department underscores its commitment to serving marginalized communities. The department’s role reflects a governmental initiative to provide quality education in underserved rural areas. The school’s operation within this framework highlights its importance in the broader context of rural development and social upliftment.

The absence of a pre-primary section indicates that the school focuses specifically on secondary education. This specialized focus allows the school to concentrate its resources and teaching expertise on the academic needs of older students. The lack of information on specific teaching staff highlights the need for potential future surveys to gain a better picture of the school’s operational efficiency.

The school’s location in the KUSAMI block of SIDHI district further contextualizes its position within the larger administrative structure of Madhya Pradesh. This geographical information provides insight into the administrative framework within which the school functions and interacts.

GOVT. HS BAHERA DOL’s establishment in 2010 marks a significant milestone in providing educational access to the Bahera Dol community. While the school’s resources might be limited compared to urban counterparts, the school plays a critical role in shaping the future of its students and the wider community. Further investment in resources and infrastructure could significantly enhance the educational experience and opportunities available to the students.

In conclusion, GOVT. HS BAHERA DOL stands as a testament to the ongoing efforts to expand educational access in rural India. Despite limitations, the school provides a vital educational service, and future development could further improve its capacity to serve the community. The information provided highlights the need for ongoing support and investment in rural education to ensure equitable access for all children.