M.S.PIPLIYA TUKHAR

M.S.PIPLIYA TUKHAR was established in 2009 and it is managed by the Department of Education. It is located in Urban area. It is located in ALOT block of RATLAM district of Madhya Pradesh. The school consists of Grades from 6 to 8. 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 5 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 2 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 150 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.

M.S.PIPLIYA TUKHAR: A Comprehensive Profile of an Upper Primary School in Madhya Pradesh

M.S.PIPLIYA TUKHAR is a government-run upper primary school located in the urban area of ALOT block, RATLAM district, Madhya Pradesh. Established in 2009, this co-educational institution serves students from classes 6 to 8, offering a crucial stage of education within the community. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and curriculum.

The school’s infrastructure comprises a government building, equipped with five classrooms in good condition, providing ample space for learning. A dedicated area serves as a playground, fostering physical activity and healthy development among the students. Furthermore, the school boasts a library, containing 150 books, and readily accessible hand pumps serve as the primary source of drinking water.

Supporting student well-being, M.S.PIPLIYA TUKHAR provides separate toilet facilities for boys (two functional units) and girls (one functional unit). Accessibility for students with disabilities is ensured through ramps, facilitating their seamless participation in school activities. The school operates without electricity, relying on natural light and alternative means for illumination. Though a boundary wall is absent, the school benefits from being situated along an all-weather road, ensuring ease of access for students and staff.

The academic environment at M.S.PIPLIYA TUKHAR is characterized by Hindi as the primary medium of instruction. The teaching staff comprises three male teachers, delivering a focused and effective learning experience. The school follows a standard academic calendar, commencing the school year in April. Meal provision is provided; however, the meals themselves are not prepared on-site.

The absence of a pre-primary section and computer-aided learning facilities reflects the school’s current focus on upper primary education. The school’s commitment to education is clearly visible in its provision of a library, playground, and accessible sanitation facilities, although further development in certain areas could enhance the overall learning environment.

M.S.PIPLIYA TUKHAR stands as a vital component of the educational landscape in its community. Its dedicated teachers and essential facilities cater to the educational needs of students in classes 6 to 8. The school’s dedication to providing a basic educational foundation for its students is evident in its current structure and operational methods.

The school’s location in an urban area underscores its accessibility to the local population. The absence of certain amenities, such as electricity and computer facilities, presents opportunities for future development and improvement. Investment in these areas could substantially enhance the learning experience and equip students with essential digital literacy skills.

Future plans for M.S.PIPLIYA TUKHAR might include acquiring computers and establishing a computer-aided learning lab, enhancing technological integration in education. The addition of a boundary wall would also improve safety and security. The school’s commitment to providing a safe and conducive learning environment for its students is clearly demonstrated.

Continued community involvement and support play a critical role in M.S.PIPLIYA TUKHAR’s growth and progress. Supportive local initiatives and collaborations could accelerate the school’s progress towards providing a more comprehensive and advanced education. The provision of adequate resources remains a key factor in realizing the school’s full potential.

In conclusion, M.S.PIPLIYA TUKHAR, despite its limitations, provides a foundation of education for students in the area. The government-run school functions within a defined framework, offering a valuable service to its community. Further development and modernization could enhance its capabilities and better prepare students for the future.