MAA BADI KENDRA HAEEDA DOOGARE

MAA BADI KENDRA HAEEDA DOOGARE was established in 2011 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BANSWARA block of BANSWARA district of Rajasthan. 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 Rented 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 Tap Water 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 no library and has 0 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.

MAA BADI KENDRA HAEEDA DOOGARE: A Rural Primary School in Rajasthan

MAA BADI KENDRA HAEEDA DOOGARE is a primary school located in the rural area of Banswara district, Rajasthan, India. Established in 2011, this co-educational institution is managed by the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local language and culture. The school operates in a rented building, emphasizing its resource constraints while highlighting its dedication to providing education.

The school’s infrastructure includes two classrooms in good condition, ensuring sufficient space for the students. While lacking a dedicated library and playground, the school makes provision for other essential facilities. The presence of functional boys’ and girls’ toilets highlights the school’s commitment to basic hygiene and sanitation. The school’s water supply is ensured through a functional tap water system. The school’s building has a pucca but broken wall, indicating a need for future maintenance and improvement.

Despite lacking electricity and computer-aided learning facilities, the school strives to provide quality education. The school’s two female teachers play a vital role in educating the students. The absence of computers and a computer lab underscores a need for technological upgrades to enhance the learning experience. The school’s commitment to nutrition is evident in its provision of mid-day meals, prepared and provided on the school premises.

The school’s location in a rural setting signifies its crucial role in providing educational opportunities to children in underserved areas. The school’s management, under the Tribal/Social Welfare Department, points to its focus on reaching marginalized communities. The lack of a pre-primary section suggests opportunities for future expansion to cater to younger children.

The school’s structure, as a non-residential institution, emphasizes its role in daytime education. The school is readily accessible via an all-weather road, ensuring students can reach the school even during adverse weather conditions. Its academic year begins in April, aligned with the regional academic calendar.

This information reflects the school’s current resources and operational status. The absence of specific details regarding the head teacher and contact information might pose a slight challenge to direct inquiries. However, the provided details highlight the school’s essential role in the community.

The school’s infrastructure needs improvements. The lack of electricity, a library, and playground limits the scope of learning experiences available to the students. This points to opportunities for community involvement and governmental support to upgrade facilities and resources.

Further development could involve introducing computer-aided learning, expanding the library, and creating a playground. These additions would significantly enhance the students’ learning environment and overall educational experience. The school’s dedication to providing education in a challenging environment deserves recognition and support.

Improving the school’s infrastructure and adding resources will enhance the students’ learning. A strong focus on infrastructure upgrades, coupled with providing access to technology and supplementary learning resources, can contribute to a more fulfilling and comprehensive education.

The future growth of MAA BADI KENDRA HAEEDA DOOGARE depends on continued community engagement and governmental support. Investing in this school is investing in the future of the children in the Banswara district. The school serves as a testament to the dedication of educators working under resource constraints, and their continued success hinges on external collaboration and sustained improvements.