GPS BADERA KALA

GPS BADERA KALA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in MAJHGWAN block of SATNA 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 4 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 Partial 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 200 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.

GPS Badera Kala Primary School: A Profile

GPS Badera Kala, a primary school nestled in the rural heart of Madhya Pradesh, India, offers a glimpse into the educational landscape of a typical rural community. Established in 1972 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing foundational education within a government-managed setting. Its location in the MAJHGWAN block of SATNA district underscores its role in serving a geographically specific population.

The school’s infrastructure, while modest, reflects a commitment to providing basic educational necessities. The four classrooms are described as being in good condition, suggesting a functional learning environment despite limited resources. The presence of a library, stocked with 200 books, indicates a commitment to fostering a love of reading among students. Furthermore, the inclusion of a playground highlights the school’s efforts to promote physical activity and overall well-being alongside academics. The school boasts a functional boys’ and girls’ toilet, ensuring basic sanitation needs are met for its students.

The school’s accessibility is enhanced by its location, being approachable via an all-weather road. This ensures that students can attend regardless of weather conditions, minimizing disruptions to their education. Importantly, the provision of hand pumps provides a reliable source of drinking water for both students and staff, addressing a critical need in rural settings. The availability of ramps for disabled children further demonstrates the school’s commitment to inclusivity.

Teaching at GPS Badera Kala is conducted in Hindi, catering to the local language proficiency of the students. The school employs three male teachers, who dedicate their efforts to providing quality education to the students. The school’s meals are provided and prepared within the school premises, ensuring nutritious meals reach the children.

The school’s management by the Department of Education underlines its status as a vital part of the government’s educational infrastructure. This highlights the government’s ongoing efforts to provide educational access in even the most remote areas.

The absence of computer-aided learning and computers in general reflects the challenges faced by many rural schools in accessing modern technology. However, the provision of basic amenities like toilets, drinking water, and a library showcase the school’s efforts to overcome limitations and create a conducive learning atmosphere.

Despite its location in a rural area, GPS Badera Kala plays a significant role in educating the children of the community, serving as a cornerstone of their development and future prospects.

The school’s modest size and resource allocation offer a realistic picture of the realities in many rural schools across the country. Despite facing challenges, the dedication of the teaching staff and the efforts of the school’s management suggest a proactive approach to providing quality basic education.

The information provided gives a thorough overview of GPS Badera Kala, highlighting its key features, achievements, and limitations. This profile serves as a valuable resource for anyone seeking insight into the functioning of a typical primary school in a rural setting.

Further investigation into specific educational outcomes and the school’s interaction with the community would paint a more comprehensive picture of GPS Badera Kala’s contribution to the broader educational landscape of Madhya Pradesh.