MS BARAHTI

MS BARAHTI was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in CHITARANGI 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 270 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.

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

MS Barahiti, a government-run upper primary school, serves the rural community of Chitarangi block in Singrauli district, Madhya Pradesh. Established in 2010 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s dedication to providing quality education is evident in its various aspects, despite some infrastructural limitations.

The school’s infrastructure comprises a government building with three classrooms, all maintained in good condition. While lacking a boundary wall and electricity, the school boasts a functional library housing 270 books, offering students valuable resources beyond the classroom. The availability of hand pumps ensures access to drinking water, a vital necessity for the students and staff. The absence of a playground, however, presents an area for potential improvement in the school’s facilities.

The school’s academic focus is on providing upper primary education (classes 6-8), with Hindi as the medium of instruction. The teaching staff consists of three male teachers, led by Head Teacher Gopak Das Vaishya. The school provides midday meals, prepared and served on the premises, ensuring that students receive proper nourishment. The school’s operational model does not involve contract teachers, highlighting the commitment of its permanent staff.

The school’s location in a rural area underscores its vital role in serving a community that may have limited access to educational resources. The school’s location is easily accessible via all-weather roads, facilitating easy commute for students. Its rural setting likely contributes to the absence of certain amenities found in more urban schools.

The absence of computer-aided learning and computers emphasizes the school’s need for additional resources. Similarly, the lack of ramps indicates a need for improved accessibility for students with disabilities. The school’s commitment to providing a solid education within its resource limitations is noteworthy.

While the school does not offer pre-primary education or classes beyond the 8th grade, its current offerings are crucial to the educational development of the local youth. The school’s commitment to education is reflected in the availability of a library and midday meals, supplementing the core curriculum.

The school’s management, under the Department of Education, provides a stable framework for its operation and ensures adherence to government standards. This oversight contributes to the school’s consistent delivery of its core curriculum.

The comprehensive data provided demonstrates the school’s essential role within its community. Further investment in infrastructure and resources would greatly enhance the learning environment for the students.

The school’s success hinges on the dedication of its staff, the support of the community, and access to additional funding for needed improvements. Ongoing efforts to secure funding for additional facilities and resources can significantly improve the school’s overall capabilities.

MS Barahiti, though operating with some limitations, is a valuable asset to the community, providing crucial upper primary education. With dedicated support, the school can overcome its infrastructural shortcomings and provide even greater educational opportunities for its students.