MS BAHERHA

MS BAHERHA was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOSAR block of SINGRAULI district of Madhya Pradesh. The school consists of Grades from 6 to 8. 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 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 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 a playground. The school has a library and has 84 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 but not Prepared in School Premises providing mid-day meal.

MS BAHERHA: A Rural Upper Primary School in Singrauli, Madhya Pradesh

MS BAHERHA, a government-run upper primary school, serves the rural community of Deosar block in Singrauli district, Madhya Pradesh. Established in 2001 under the Department of Education, this co-educational institution provides education for students from classes 6 to 8. The school’s commitment to education is evident in its existing infrastructure and resources.

Infrastructure and Facilities:

The school building, constructed by the government, houses three well-maintained classrooms dedicated to instruction. Complementing the academic spaces are additional rooms for non-teaching activities and a designated office for the school’s staff. While the school boasts a playground and a library stocked with 84 books, the lack of a boundary wall and electricity presents ongoing challenges. Hand pumps provide the school’s drinking water supply. Separate functional toilets for boys and girls are available, ensuring basic sanitation needs are met.

Academic Environment and Resources:

Instruction at MS BAHERHA is conducted in Hindi, catering to the local linguistic preferences of its students. A single male teacher currently facilitates learning across the three classes. The school’s academic focus is strictly upper primary, meaning that there is no pre-primary section and the school does not offer classes beyond the eighth grade. Meals are provided to students, although these meals are not prepared on school premises.

Technological Limitations and Future Needs:

Currently, the school lacks computers and computer-aided learning facilities. This technological gap presents a significant hurdle in providing students with exposure to modern teaching methods and resources. The absence of a boundary wall also raises safety and security concerns. The absence of electricity further impacts the educational opportunities available to the students.

Community Impact and Accessibility:

MS BAHERHA plays a crucial role in providing education to children in the rural area. Its accessibility via an all-weather road ensures that students can attend school regardless of weather conditions. The school’s commitment to inclusivity is highlighted by the provision of separate toilets, indicating a mindful approach to gender-sensitive facilities. However, the absence of ramps for disabled children signifies a need for future improvement in accessibility features for students with special needs.

Conclusion: A School in Need of Enhancement

MS BAHERHA serves as a vital educational institution in its community, but it faces several infrastructural limitations. Addressing these challenges, specifically concerning the lack of electricity, computer facilities and a boundary wall, would significantly enhance the learning environment and provide better educational opportunities for its students. The school’s dedication to providing education, evident in its existing facilities and committed teacher, underscores the potential for significant progress with targeted improvements.

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