MS DAVRIYA FALYA, CHIKLIYA

MS DAVRIYA FALYA, CHIKLIYA was established in 2013 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BARWANI block of BARWANI 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 No Building building. It has got 0 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 0 boys toilet and it is functional. and 0 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 but not Prepared in School Premises providing mid-day meal.

MS DAVRIYA FALYA, CHIKLIYA: A Rural Upper Primary School in Madhya Pradesh

Nestled in the rural landscape of Barwani district in Madhya Pradesh, MS DAVRIYA FALYA, CHIKLIYA is an upper primary school catering to students from grades 6 to 8. Established in 2013, this co-educational institution is managed by the Tribal/Social Welfare Department and plays a vital role in providing quality education to the local community.

The school operates under the guidance of one male teacher and one female teacher, dedicated to fostering the academic growth of their students. The medium of instruction is Hindi, ensuring accessibility and inclusivity for all students. The school emphasizes a holistic learning environment, with a dedicated room for the head teacher.

While the school currently lacks a building, it makes do with 2 rooms for non-teaching activities. The absence of a building, however, doesn’t deter the school from offering a well-rounded education. Despite the lack of a boundary wall, electricity, or a playground, the school prioritizes essential resources.

Water access remains a challenge, with the school relying on a non-functional source of drinking water. This issue highlights the need for investment in infrastructure improvements to create a more conducive learning environment.

Despite the lack of a library and computers, the school provides students with a “Provided but not Prepared in School Premises” midday meal program, addressing their nutritional needs.

The school’s commitment to providing a quality education is evident in the dedicated teachers who strive to nurture the potential of their students. However, the absence of critical infrastructure and resources underscores the need for support to enhance the school’s facilities and create a more conducive learning environment.

The lack of a library and computer facilities underscores the importance of community engagement and partnerships to enhance the school’s resources and provide students with access to a broader range of learning opportunities. Government initiatives and private donations can play a crucial role in bridging this gap and empowering these students to reach their full potential.

The challenges faced by MS DAVRIYA FALYA, CHIKLIYA highlight the need for a comprehensive approach to rural education in India, focusing on infrastructure development, teacher training, and community involvement. By addressing these needs, we can ensure that all children, regardless of their location, have access to a quality education.