MAA BADI KENDRA TABIYAR PADA KESARPURA

MAA BADI KENDRA TABIYAR PADA KESARPURA was established in 2014 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in ARTHUNA 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 Rented 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 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 Provided and Prepared in School Premises providing mid-day meal.

MAA BADI KENDRA TABIYAR PADA KESARPURA: A Rural Primary School in Rajasthan

MAA BADI KENDRA TABIYAR PADA KESARPURA is a primary school located in the rural area of Arthuna block, Banswara district, Rajasthan. Established in 2014, this co-educational institution falls under the management of the Tribal/Social Welfare Department. The school’s primary focus is on providing education to children from classes 1 to 4, using Hindi as the medium of instruction. Its easily accessible location ensures that students can attend regardless of weather conditions, with the academic year commencing in April.

The school’s infrastructure consists of a rented building with three classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the teacher. While the school currently lacks a boundary wall and electricity connection, it does possess essential facilities like separate functional boys’ and girls’ toilets. The absence of a playground and library, however, presents opportunities for future development.

The school’s operational aspects are noteworthy. A single male teacher provides instruction to the students, and the school successfully implements a mid-day meal program, preparing and providing meals on the premises. The absence of a pre-primary section and computer-aided learning facilities highlights areas where enhancements could further improve the quality of education.

The lack of a library and computer lab underscores the school’s need for resources to expand its educational offerings. The absence of computers for teaching and learning, combined with the lack of a computer-aided learning lab, points to the potential for integrating technology to enhance the learning experience for students.

Although the school’s infrastructure is functional, improvements to the building could significantly enhance the learning environment. The lack of a boundary wall might impact security, and the absence of electricity could pose challenges during evening activities or in using technology if it were ever introduced.

The school’s reliance on a single male teacher points to a potential need for additional staffing to provide more individualized attention and a broader range of subjects. The school’s commitment to providing a mid-day meal demonstrates its dedication to the well-being of its students, ensuring they receive both nourishment and education.

Given its location in a rural area, the school plays a crucial role in providing access to education for children in the community. Its strengths lie in its commitment to providing basic education and a mid-day meal, while its challenges include a lack of resources and infrastructure enhancements.

The absence of drinking water facilities highlights the need for improved sanitation and health provisions for students. Securing a reliable source of drinking water is paramount to maintaining student health and well-being throughout the school day.

The school’s management by the Tribal/Social Welfare Department demonstrates a commitment to providing education to underserved communities. The department’s ongoing support and initiatives are essential to addressing the school’s resource limitations and improving its overall infrastructure.

MAA BADI KENDRA TABIYAR PADA KESARPURA represents a significant educational resource within its community. While challenges exist in terms of infrastructure and resources, its dedication to providing basic education and a mid-day meal programme signifies a commitment to the educational advancement of the children it serves. Future development and investment could greatly enhance this vital educational institution.