K P S BHASNDALI CHOTI

K P S BHASNDALI CHOTI was established in 1996 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JHABUA block of JHABUA 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 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 no playground. The school has a library and has 68 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.

K P S BHASNDALI CHOTI: A Rural Primary School in Madhya Pradesh

K P S BHASNDALI CHOTI is a government-run primary school located in the rural area of JHABUA block, JHABUA district, Madhya Pradesh, India. Established in 1996 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5. The school’s primary instruction medium is Hindi.

Infrastructure and Facilities:

The school building, constructed by the government, houses two classrooms in good condition. Additional rooms are available for non-teaching purposes. While the school lacks a boundary wall and electricity, it does offer essential amenities. A functional hand pump provides drinking water, and separate boys’ and girls’ toilets are available. A library containing 68 books serves the students’ educational needs. Importantly, ramps for disabled children are present, ensuring accessibility.

Teaching Staff and Curriculum:

Two male teachers form the school’s teaching staff. The school follows a standard primary curriculum (Classes 1-5), offering meals to students although these are not prepared on the school premises. The school is not residential in nature and does not have a pre-primary section. The school’s operational period begins each year in April.

Accessibility and Connectivity:

K P S BHASNDALI CHOTI is accessible via an all-weather road, ensuring convenient access for students and staff throughout the year.

Technological Resources:

The school currently lacks computers and a computer-aided learning lab, highlighting a potential area for future improvement and development.

Overall Assessment:

K P S BHASNDALI CHOTI provides basic education to children in a rural setting, offering essential resources such as classrooms, toilets, and a library within its modest infrastructure. However, the absence of electricity and computer facilities presents opportunities for improvement and enhancement to better equip students for the future.

Community Involvement:

The school’s success relies on continued support from the community, including maintaining the existing facilities and potentially advocating for technological upgrades.

Future Goals:

Future development may include improving infrastructure, incorporating technology into the curriculum, and expanding the existing library to better serve students’ educational needs.

Contact Information:

Further information about K P S BHASNDALI CHOTI can be sought from the local education authorities in JHABUA district.

Conclusion:

K P S BHASNDALI CHOTI represents a vital educational resource within its community. Addressing the identified areas for improvement can further elevate the school’s capabilities and educational opportunities for its students.