MAA BADI KENDRA KENDR DUNGRI FALA KHUNTI NARJI

MAA BADI KENDRA KENDR DUNGRI FALA KHUNTI NARJI was established in 2011 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GANGADTALAI block of BANSWARA district of Rajasthan. The school consists of Grades from 1 to 4. 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 1 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 30 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 KENDR DUNGRI FALA KHUNTI NARJI: A Comprehensive Profile of a Rural Primary School

MAA BADI KENDRA KENDR DUNGRI FALA KHUNTI NARJI is a primary school located in the rural GANGADTALAI block of BANSWARA district, Rajasthan, India. Established in 2011, this co-educational institution is managed by the Tribal/Social Welfare Department, offering education from Class 1 to Class 4. The school’s primary language of instruction is Hindi. Accessibility is ensured by an all-weather road, making it convenient for students to attend. The academic year commences in April.

The school’s infrastructure includes a government-provided building with a single classroom, maintained in good condition. While additional rooms cater to non-teaching activities and provide a space for the teachers, the school lacks a boundary wall and an electrical connection. However, clean drinking water is readily available through functional hand pumps. Sanitary facilities are provided with one boys’ and one girls’ toilet, both in working order.

Despite the absence of a playground, the school boasts a library containing 30 books, providing essential supplementary reading material for students. Ramps for disabled access are not currently in place. Importantly, the school participates in the mid-day meal program, providing nutritious meals prepared on-site. The lack of computer-aided learning facilities and computers highlights areas for potential improvement and future development.

The school’s teaching staff comprises two teachers, one male and one female, dedicated to providing quality education to its students. This small but dedicated team ensures personalized attention to each child’s academic progress. The school’s commitment to providing a supportive learning environment is further evidenced by its provision of a mid-day meal program, addressing the nutritional needs of the students.

While the school’s current infrastructure has limitations, its dedicated teachers and essential facilities like a library and toilets demonstrate its commitment to providing basic education to the children in the community. The absence of a boundary wall, electricity, and a playground presents opportunities for future improvements and expansion, potentially enhancing the overall learning experience.

The school’s focus on providing a basic education within its existing resources showcases its adaptability and resilience. The strategic location, accessibility, and commitment to providing mid-day meals highlight a conscious effort to ensure that students have the opportunity to receive a quality education.

The school’s rural setting and its management by the Tribal/Social Welfare Department underline the significance of its role in providing access to education in a potentially underserved community. The school’s management and its teachers’ dedication form the backbone of its educational mission.

The absence of certain facilities, such as computers and computer-aided learning, presents a challenge but also provides an opportunity for future development and modernization. This could significantly enhance the quality of education delivered.

Looking ahead, securing funding to address the identified needs, such as improving infrastructure and integrating technology, could dramatically transform the school’s capacity to deliver a holistic and enriched educational experience for its students.

Further community engagement and the support of local authorities will be critical in achieving this goal. Continued dedication to providing a safe and nurturing environment, combined with targeted improvements, will help MAA BADI KENDRA KENDR DUNGRI FALA KHUNTI NARJI reach its full potential.