GPS TEEKHAND (UEGS MERGE CLOSED)

GPS TEEKHAND (UEGS MERGE CLOSED) was established in 2004 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KESLA block of HOSHANGABAD 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 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 TEEKHAND (UEGS MERGE CLOSED): A Comprehensive Overview

GPS TEEKHAND, formerly known as UEGS MERGE, is a primary school located in the rural area of KESLA block, HOSHANGABAD district, Madhya Pradesh, India. Established in 2004, this co-educational institution falls under the management of the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi.

The school building, a government-owned structure, houses three well-maintained classrooms dedicated to teaching. In addition to these classrooms, two other rooms support non-teaching activities, and a separate room serves as an office for the head teacher. While lacking a boundary wall and electricity, the school boasts a functional playground and a library stocked with 200 books, providing recreational and educational resources for students.

Facilities and Resources:

The school’s commitment to student well-being is evident in its provision of basic amenities. Clean drinking water is readily available via hand pumps, and separate functional toilets are provided for boys and girls. Though lacking ramps, the school’s infrastructure is accessible to students. The school’s significant asset is the availability of a midday meal program, prepared and served on the school premises, which helps address nutritional needs. The absence of computer-aided learning facilities reflects the school’s reliance on traditional teaching methods.

Academic Focus and Administration:

The school strictly adheres to a primary-level curriculum (classes 1-5). It operates independently of any higher secondary boards, focusing solely on elementary education. Despite being a co-educational institution, it does not offer pre-primary education.

The school’s current operational status is noteworthy as it is marked as “closed” within its official records. This may warrant further investigation to understand the specific reasons for closure and its impact on the community.

Community Engagement and Future Prospects:

The school’s location in a rural setting underscores its vital role in providing educational opportunities to children in this area. The presence of a library and playground suggests an attempt to create a stimulating and holistic learning environment. The lack of staff and resources, however, necessitates community involvement and potential collaborations to enhance the school’s capabilities.

Further information on the school’s current status, management, and future prospects is crucial for assessing its overall impact on the community. A transparent and accessible information system could effectively communicate the school’s operational plans and address any community concerns.

Accessibility and Infrastructure:

The school’s accessibility is aided by an all-weather road, ensuring consistent access for students and staff regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar in the region. The absence of a boundary wall might necessitate attention to security measures, and the lack of electricity could hinder some learning activities.

Key Features Summarized:

• Type: Primary School (Classes 1-5)
• Management: Tribal/Social Welfare Department
• Location: Rural KESLA block, HOSHANGABAD, Madhya Pradesh
• Infrastructure: 3 classrooms, library (200 books), playground, toilets
• Amenities: Hand pumps for drinking water, midday meal program
• Instruction Medium: Hindi

This information serves as a comprehensive overview of GPS TEEKHAND. Further details on the school’s current status and future plans would provide a more complete picture of its operations and contribution to the local community. The need for resources and potential collaborations should be explored to improve the educational experience for the students.