GURAD F, KIKRIYA F BADI DUWARI

GURAD F, KIKRIYA F BADI DUWARI was established in 2014 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in UDAYGARH block of ALIRAJPUR 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 Non-Ashram type (Govt.) 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 Rent Free Building 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 a library and has 1 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 Not Applicable providing mid-day meal.

GURAD F, KIKRIYA F BADI DUWARI: A Rural Primary School in Madhya Pradesh

GURAD F, KIKRIYA F BADI DUWARI is a primary school located in the rural area of UDAYGARH block, ALIRAJPUR district, Madhya Pradesh, India. Established in 2014, this co-educational institution falls under the management of the Tribal/Social Welfare Department. It caters to students from Class 1 to Class 5, providing a foundational education within the community.

The school’s infrastructure includes a rent-free building with two classrooms in good condition, along with additional rooms for non-teaching purposes. A separate room is designated for the head teacher. The school is enclosed by a pucca but broken boundary wall. While lacking electricity, the school provides access to clean drinking water through a functional well. Sanitary facilities are available with one functional boys’ toilet and one functional girls’ toilet. A library, stocked with a single book, serves as a resource for students. The school does not currently possess a playground.

The school’s instruction medium is Hindi, and it follows the standard academic calendar, starting its session in April. Notably, the school does not offer a pre-primary section, nor does it provide midday meals. Furthermore, the absence of computers and computer-aided learning tools signifies a need for technological upgrades to enhance the educational experience.

The school’s current structure reflects a basic provision of educational services within its rural setting. The absence of a playground and limited resources highlight potential areas for improvement and expansion.

Despite the limitations, the school’s existence is vital to the community, offering primary education to children in a region that may otherwise lack such access. The single book in the library, though minimal, indicates an attempt at fostering a reading culture.

The availability of separate toilet facilities for boys and girls underscores a commitment to providing a safe and inclusive learning environment. The functional well ensures access to clean drinking water, a crucial element for hygiene and overall well-being. The building, though rent-free, requires maintenance to ensure the safety and comfort of students and teachers.

The school’s management under the Tribal/Social Welfare Department highlights a focus on serving the needs of the local community, particularly within marginalized populations. Further investment in infrastructure, resources, and teacher training could significantly enhance the educational opportunities for the students.

Future developments could focus on obtaining electricity, upgrading the building, acquiring additional library books, and implementing a computer-aided learning program. Developing a playground would also be beneficial to students’ physical development and overall school experience.

The school’s location in a rural setting presents both challenges and opportunities. While logistical hurdles might exist, the school also possesses a unique position to deeply impact the local community. Community engagement and collaboration could be key to addressing the school’s needs and achieving its full potential. Ongoing support and investment are crucial to the success of GURAD F, KIKRIYA F BADI DUWARI.

The school serves as a testament to the commitment to education in even the most resource-constrained areas. The information provided gives a clear picture of the school’s current state, providing insights for future improvements and development plans. With consistent support and dedication, GURAD F, KIKRIYA F BADI DUWARI can continue to play a crucial role in shaping the future of its students.