M.S.TILAWAD

M.S.TILAWAD was established in 2000 and it is managed by the Department of Education. It is located in Rural area. It is located in TARANA block of UJJAIN 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 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 Pucca 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 436 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.

M.S. TILAWAD: A Rural Upper Primary School in Madhya Pradesh

M.S. TILAWAD, a government-run upper primary school, serves the rural community of TARANA block in UJJAIN district, Madhya Pradesh. Established in 2000, this co-educational institution caters to students from classes 6 to 8, offering a crucial stage of education in the region. The school’s infrastructure includes a pucca building with three classrooms, ensuring a suitable learning environment for its students. A significant asset is the school’s library, housing an impressive collection of 436 books, fostering a love for reading and learning among the students.

The school’s operational details highlight its commitment to providing a comprehensive learning experience. The instruction medium is Hindi, and the teaching staff comprises two male teachers and one female teacher, totaling three dedicated educators. The school provides a mid-day meal, prepared and served on the premises, ensuring that students receive proper nourishment to support their studies. The availability of hand pumps provides a reliable source of drinking water for the students and staff. Separate toilet facilities exist for boys (one) and girls (two), addressing a vital aspect of hygiene and sanitation within the school environment.

While the school lacks certain amenities, its core functions are effectively implemented. The absence of computer-aided learning and computers in general underscores the need for technological improvements. Similarly, the lack of a playground limits recreational opportunities for students. Despite these limitations, the school’s robust library and dedicated teachers work to create a positive learning environment. The building’s solid pucca structure provides a safe and stable learning environment, further enhancing the school’s functionality.

The school’s management lies with the Department of Education, highlighting its commitment to providing quality education to the community. The school’s rural location emphasizes the importance of its role in bridging educational gaps in underserved areas. The absence of a pre-primary section and the school’s upper-primary focus indicate a clear educational pathway within the community structure.

M.S. TILAWAD’s operational characteristics are noteworthy. The school’s accessibility via all-weather roads ensures consistent attendance, regardless of weather conditions. The April start date for the academic session aligns with the regional academic calendar. The school’s commitment to providing a mid-day meal further underscores its dedication to the well-being of its students.

The school’s physical infrastructure demonstrates a balance of functional spaces. While it lacks a playground and computer facilities, the availability of classrooms, a library, and functional sanitary facilities speaks to the practical provision of essential learning resources. The pucca boundary wall ensures the security and protection of the school grounds.

The absence of ramps for disabled access highlights a necessary area for future improvements, aligning with inclusive educational practices. Similarly, the lack of electricity poses a significant challenge that would need to be addressed to enhance the educational experience.

The school’s data demonstrates a dedication to providing core educational services in a rural context. However, potential for improvement exists in areas such as technology integration, recreational facilities, and accessibility for disabled students. Future improvements focusing on these areas would significantly enhance the overall educational experience at M.S. TILAWAD.

The school’s management by the Department of Education underscores the governmental commitment to providing educational opportunities within underserved communities. This commitment is further reflected in the provision of a mid-day meal, indicating a proactive approach towards student well-being beyond the core curriculum.

In conclusion, M.S. TILAWAD provides valuable educational services to its rural community. While certain improvements are needed, its dedication to providing basic necessities such as classrooms, a library, and sanitary facilities makes it a vital part of its community’s infrastructure. The school’s commitment to basic education forms the foundation upon which further development and improvement can be built.