GPS SETELIGHT CHOKI DHEENGAKHEDI

GPS SETELIGHT CHOKI DHEENGAKHEDI was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in ASHTA block of SEHORE 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 2 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 Others 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 but not Prepared in School Premises providing mid-day meal.

GPS Setelight Choki Dheengakhedi: A Rural Primary School in Madhya Pradesh

GPS Setelight Choki Dheengakhedi is a government-run primary school located in the rural area of the Ashta block, Sehore district, Madhya Pradesh. Established in 2009, this co-educational institution falls under the Department of Education’s management and serves students from classes 1 to 5. The school’s infrastructure includes two classrooms housed within a government building, ensuring a conducive learning environment for its students.

The school’s operational aspects are characterized by its use of Hindi as the primary medium of instruction, reflecting the local language context. The academic year commences in April, aligning with the broader educational calendar in the region. While not equipped with a computer-aided learning lab, the school prioritizes basic necessities and facilities for its students.

In terms of sanitation facilities, the school provides one boys’ toilet and one girls’ toilet, fulfilling essential hygiene requirements. The provision of drinking water is ensured through functional hand pumps, offering a reliable source for students and staff. Importantly, the school building is accessible to students with disabilities thanks to the inclusion of ramps. Despite not possessing a library or playground, the school focuses on delivering a basic primary education within its resource constraints.

The teaching staff comprises one male and one female teacher, totaling two educators dedicated to imparting knowledge and skills to the young learners. The school ensures mid-day meals are provided to the students, although these meals are not prepared on the school premises. This external provision of meals highlights community engagement and support for the school’s functioning. The school does not offer pre-primary education.

The school’s location in a rural setting presents both challenges and opportunities. The rural context often dictates resource availability and community involvement in supporting the school’s operations. Despite limitations in resources, the school serves a crucial role in providing primary education to children in the area. The lack of electricity and a computer lab does present room for improvement and potential future development.

The school’s physical infrastructure, while functional, is basic. The presence of a separate room for the teacher highlights the commitment to providing a dedicated space for staff. The school’s simple structure underscores the focus on delivering core educational services.

The school’s management, under the Department of Education, ensures a framework of accountability and alignment with broader educational policies. The government’s role is essential in providing essential resources and overseeing the educational standards maintained by the institution.

The absence of a library and playground underscores areas where future development could significantly enhance the learning experience. The addition of resources like a library would expand learning opportunities, while a playground would foster physical activity and social interaction among students.

The school’s operation depends on the dedication of its teachers, who play a vital role in the academic and personal development of the students. Their work ensures that children in the rural community have access to fundamental education.

GPS Setelight Choki Dheengakhedi serves as a testament to the importance of basic education in rural India. While lacking certain resources, the school’s commitment to providing a fundamental education remains its core strength. The ongoing support from the Department of Education and community engagement will be vital in fostering its continued growth and development.