MAA BADI MATA MANGARI MYALA

MAA BADI MATA MANGARI MYALA was established in 2014 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SABLA block of DUNGARPUR 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 Rent Free Building 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 But Broken 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 Applicable providing mid-day meal.

MAA BADI MATA MANGARI MYALA: A Rural Primary School in Rajasthan

MAA BADI MATA MANGARI MYALA is a primary school located in the rural area of SABLA block, DUNGARPUR district, Rajasthan. Established in 2014, this co-educational institution is managed by the Tribal/Social Welfare Department and offers classes from 1 to 5, with Hindi as the medium of instruction. The school operates from April onwards and is easily accessible via an all-weather road.

The school building is rent-free and comprises three classrooms in good condition, along with additional rooms for non-teaching activities. A dedicated space serves as an office for the head teacher. The school’s infrastructure includes a pucca but broken boundary wall. Unfortunately, the school currently lacks electricity.

The school’s facilities include one functional boys’ toilet and one functional girls’ toilet. However, the school lacks a playground and library. There is also no provision for drinking water. Ramps for disabled access are not present, and the school does not possess any computers or a computer-aided learning lab.

The school’s staffing consists of one female teacher. The absence of other essential facilities highlights the need for further development. The school’s operational challenges are noteworthy, underscoring the disparity in educational resources across various regions.

The school’s lack of electricity poses significant challenges to teaching and learning, limiting the use of technology and potentially affecting the comfort and safety of students and staff. The absence of a library and computer lab further restricts access to educational resources beyond the basic curriculum.

The lack of a playground deprives students of essential physical activity and recreational opportunities crucial for their overall well-being. The absence of drinking water is a significant health concern, and it emphasizes the critical need for safe and accessible water sources within the school premises.

The need for improved infrastructure and facilities is evident. Investing in electricity, a library, computers, a playground, and an improved water supply would significantly enhance the learning environment and contribute to the students’ overall development. Addressing these issues is vital for ensuring the provision of a quality education to the children attending this rural school.

Further support is needed to improve the school’s condition and provide the necessary resources for a conducive learning environment. This includes not only infrastructural improvements but also teacher training and the provision of educational materials to support the learning process more effectively.

Community engagement is also crucial. Collaborating with local communities and organizations can help secure funding, provide volunteer support, and ensure the sustainability of these improvements. A concerted effort from various stakeholders is essential to create a better learning environment for the children attending MAA BADI MATA MANGARI MYALA.

The future of MAA BADI MATA MANGARI MYALA depends on addressing these deficiencies. By providing the necessary support, this rural school can play a significant role in educating the children of the community and empowering them to reach their full potential. Addressing these needs will contribute to bridging the educational gap and ensuring equity in education for all.