MAA BADI KENDRA SUKHIMALI PIPLON

MAA BADI KENDRA SUKHIMALI PIPLON was established in 2012 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KUSHALGARH 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 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 Rented 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 None 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 Not Provided providing mid-day meal.

MAA BADI KENDRA SUKHIMALI PIPLON: A Rural Primary School in Rajasthan

MAA BADI KENDRA SUKHIMALI PIPLON is a primary school located in the rural KUSHALGARH block of BANSWARA district, Rajasthan. Established in 2012, this co-educational institution is managed by the Tribal/Social Welfare Department, serving students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local linguistic landscape. Its location is accessible via an all-weather road, ensuring consistent student attendance regardless of weather conditions. The academic year commences in April, aligning with the regional calendar.

The school building is rented, a common arrangement for many educational institutions in rural areas. While modest, the single classroom ensures a focused learning environment for the students. Two additional rooms support non-teaching activities, contributing to a functional school layout. The lack of a boundary wall presents a challenge, highlighting the need for community involvement in maintaining school security. The absence of electricity poses a considerable obstacle, limiting the use of technology and extending school hours to daylight.

The school’s infrastructure includes one boys’ toilet and one girls’ toilet, providing basic sanitation facilities for the students. However, the lack of a playground limits opportunities for physical activity and recreation. The absence of a library further restricts access to supplemental learning resources, underscoring the need for improved educational resources. The need for a library also points to a potential opportunity for community-based literacy programs. Similarly, the lack of computers and computer-aided learning limits the school’s ability to embrace modern teaching methodologies.

The school’s staffing comprises two male teachers, demonstrating a commitment to providing education despite limited resources. The absence of a pre-primary section and a mid-day meal program highlights areas needing improvement to enhance the holistic development of students. The school’s management recognizes these deficiencies and actively seeks improvement opportunities.

The school’s rural setting presents unique challenges, emphasizing the need for targeted support from governmental and non-governmental organizations. Addressing issues like the lack of electricity, a library, and a playground is crucial for creating a more comprehensive and enriching learning environment for the students.

The school’s commitment to providing primary education in a rural area showcases dedication despite resource limitations. The school’s location and educational offerings are significant to the local community, offering vital educational opportunities.

The school’s management understands the need for improvements and continues to seek resources for these projects. They are actively engaged in procuring necessary infrastructure upgrades. By addressing these challenges, MAA BADI KENDRA SUKHIMALI PIPLON can better serve its students and contribute to the educational advancement of the community.

The school’s status as a rented facility underscores the need for long-term planning and securing a permanent location. This will allow for the creation of a more stable and accommodating space to optimize learning.

MAA BADI KENDRA SUKHIMALI PIPLON serves as a testament to the importance of education in rural India. Despite its challenges, the school strives to provide quality primary education to its students.

The school’s profile highlights the need for collaborative efforts from government bodies, NGOs, and the community to address the existing infrastructural deficiencies. This collective approach is vital for improving the quality of education and fostering the holistic development of students.