GPS.BALAGUDA

GPS.BALAGUDA was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in MALHARGARH block of MANDSAUR district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Girls 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 Pucca But Broken 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 0 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 188 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.BALAGUDA Girls’ Primary School: A Profile

GPS.BALAGUDA is a government-run primary school for girls, established in 1991 and located in the rural area of MALHARGARH block, MANDSAUR district, Madhya Pradesh. Its unique identifier is 23190405402, and it serves students from classes 1 to 5, offering a Hindi-medium education. The school’s management falls under the Department of Education.

The school building itself is government-owned and features four classrooms, all in good condition, along with additional rooms for non-teaching activities. A notable aspect of the school’s infrastructure is its pucca but broken boundary wall, and the presence of both a library containing 188 books, and a playground. The school receives electricity and utilizes hand pumps as its source of drinking water. One girls’ toilet is available for students’ use.

The teaching staff comprises two teachers – one male and one female. While the school does not offer a pre-primary section, it provides mid-day meals, although these meals are not prepared on the school premises. The school’s accessibility is ensured by an all-weather road, with the academic year commencing in April.

The school’s facilities include ramps for disabled children, demonstrating a commitment to inclusivity. However, it currently lacks computer-aided learning facilities, despite possessing the necessary equipment; the equipment is not currently functional.

GPS.BALAGUDA’s focus remains on providing quality primary education to girls in the rural community. The presence of a library and playground points towards a commitment to holistic child development beyond academics. The school’s infrastructure, although showing some signs of needing repair, demonstrates a foundation for learning.

The school’s management consistently works to meet the educational needs of its students. The provision of mid-day meals signifies a commitment to supporting the students’ nutritional requirements.

The lack of a pre-primary section and non-functional computer equipment present opportunities for potential improvement and expansion. These aspects could be addressed through future resource allocation and infrastructural upgrades.

Despite these challenges, GPS.BALAGUDA provides valuable educational services to the girls of the area. The school’s commitment to education, as evidenced by its existing facilities and dedicated teachers, is commendable.

The school’s location in a rural setting highlights its crucial role in providing access to education in underserved communities. Continued support and investment in GPS.BALAGUDA could further enhance its ability to serve its students effectively.

Further development could involve repairs to the existing infrastructure, the establishment of a functional computer lab, and the exploration of potential partnerships to improve resource allocation and enhance educational opportunities.