MAA BADI PRIMARY SHIKSHA CENTER MANDAWATO KI DHANI BADA WAKI DHANI DAULATPURA

MAA BADI PRIMARY SHIKSHA CENTER MANDAWATO KI DHANI BADA WAKI DHANI DAULATPURA was established in 2015 and it is managed by the Tribal/Social Welfare Department. It is located in Urban area. It is located in LALSOT block of Dausa 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 others 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 Primary Shiksha Kendra: A Detailed Profile

MAA BADI Primary Shiksha Kendra, located in Dausa district, Rajasthan, is a co-educational primary school offering classes from 1 to 5. Established in 2015, this institution operates under the management of the Tribal/Social Welfare Department and is situated in an urban area within the LALSOT block. The school’s building is rented, and while it lacks certain amenities, it provides essential services to its students.

The school’s infrastructure comprises two classrooms, all in good condition. These classrooms are vital for the delivery of Hindi-medium instruction to its pupils. The school’s commitment to providing a learning environment is further reinforced by its provision of mid-day meals, prepared and served on the school premises. This ensures that students have access to nutritious food, supporting their academic performance.

Despite its limitations, the school strives to provide a functional learning space. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing basic sanitation facilities for its students. The school’s water supply is ensured by a functional tap water connection, a crucial element for maintaining hygiene and health.

One significant aspect of the school is its residential nature, classifying as “others” in terms of its residential type. This suggests a unique arrangement for housing students, deserving of further investigation to understand its specific implementation and benefits. The school also notes having previously shifted locations, indicating an adaptation to changing circumstances to better serve its community.

The school’s teaching staff consists of one male teacher. This highlights a need for additional teaching resources to ensure optimal student-teacher ratios and a rich learning experience. The absence of a computer lab or computer-aided learning resources points towards a reliance on traditional teaching methods, underscoring potential areas for future development and integration of technology.

The lack of a playground and library further limits the scope of extracurricular activities and resources available to the students. This emphasizes the need for future investments to expand the school’s facilities and enhance the holistic development of its students. While there are no ramps for disabled access, the “N/A” classification suggests the lack of a current need for such facilities, but future considerations might be necessary with growing enrollment.

The school’s boundary wall, described as “Pucca But Broken,” indicates a need for maintenance and repair to ensure the safety and security of the school premises. Similarly, the absence of an electricity connection highlights another infrastructural deficiency, which may impact the school’s operational efficiency, especially during evening hours. Addressing these infrastructural gaps would considerably improve the overall quality of the school environment.

In summary, MAA BADI Primary Shiksha Kendra, despite its limitations, fulfills a crucial role in providing primary education in its community. With focused investment in infrastructure upgrades, technology integration, and increased staffing, this school holds immense potential for growth and improvement, better enabling it to serve its students effectively. The school’s existing provision of mid-day meals and basic sanitation facilities shows a dedication to the well-being of its students, which forms a solid foundation for future expansion and development.

The school’s unique residential aspect merits further exploration to fully understand its contribution to the students’ overall educational experience. Further investigation could reveal valuable insights into innovative approaches to education and student support within a limited resource environment. Overall, the school’s commitment to its students, combined with a strategic approach to addressing infrastructural challenges, points towards a promising future.