GOVT.HS SINGANAMA

GOVT.HS SINGANAMA was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in PIPERIYA block of HOSHANGABAD 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 Pucca 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 20 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Govt. HS Singanama: A Rural Secondary School in Madhya Pradesh

Govt. HS Singanama, a secondary school located in the rural area of PIPERIYA block, HOSHANGABAD district, Madhya Pradesh, offers a valuable educational service to the community. Established in 2008 under the Department of Education, the school caters to students from classes 9 to 10, providing a crucial link in their academic journey.

The school’s infrastructure, while lacking a dedicated building, still provides functional facilities. The presence of a pucca boundary wall ensures a degree of security, while hand pumps supply drinking water to students and staff. Despite the absence of a functional electricity connection, the school maintains a library stocked with 20 books and a playground for recreational activities. Two boys’ toilets and two girls’ toilets contribute to hygiene and sanitation. A notable feature is the inclusion of ramps for disabled students, demonstrating a commitment to inclusivity. Furthermore, the school possesses one functional computer, supporting learning and administrative tasks.

Instruction is imparted in Hindi, reflecting the local linguistic context. The school’s co-educational nature offers equal opportunities to both boys and girls. The teaching staff consists of two male teachers and three female teachers, all contributing to a total of five educators. This small yet dedicated team works to deliver the State Board curriculum for Class 10.

While the school lacks a computer-aided learning lab, the availability of a computer and library resources partially compensates. The school’s rural setting presents both challenges and opportunities. The location presents unique challenges in terms of infrastructure development. However, it also places the school at the heart of the community, contributing directly to the educational advancement of the local population.

The school’s history includes a relocation to its present site, highlighting a commitment to improving the learning environment. The absence of a pre-primary section focuses the school’s resources on secondary education. Importantly, the school’s commitment to inclusivity is shown through the provision of ramps for disabled students.

The school operates within a challenging infrastructure context, but the dedication of the teaching staff and the available resources contribute to fulfilling the school’s educational mission. While improvements in infrastructure are certainly needed, the existing facilities provide a functional base for teaching and learning.

The availability of a playground supports the holistic development of the students, while the school’s proximity to accessible roads improves its reach and connection with the wider community. The absence of a mid-day meal program, however, highlights a potential area for future development and improvement.

Furthermore, the school’s management under the Department of Education ensures adherence to educational standards and promotes accountability. The school’s commitment to its students is evident in its provision of basic amenities and educational resources, creating a foundational level of learning opportunities within a resource-constrained environment.

The successful functioning of the school demonstrates the dedication and resilience of the teaching staff and the importance of community engagement in supporting educational initiatives in rural areas. The school’s journey reflects the ongoing efforts to improve educational opportunities within the community it serves.

In conclusion, Govt. HS Singanama serves as a vital educational institution in a rural setting. While it faces infrastructural challenges, its commitment to providing quality education within available resources is commendable. Ongoing support and investment could further enhance the school’s ability to provide even more comprehensive educational opportunities for its students.