MS MOUHAR TOLA

MS MOUHAR TOLA was established in 2012 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JAISINGHNAGAR block of SHAHDOL 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 25 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 MOUHAR TOLA: A Rural Upper Primary School in Madhya Pradesh

MS MOUHAR TOLA, a government-run upper primary school, stands as a vital educational institution serving the rural community of JAISINGHNAGAR block in SHAHDOL district, Madhya Pradesh. Established in 2012 under the management of the Tribal/Social Welfare Department, this co-educational school caters to students from classes 6 to 8. Its location in a rural setting underscores its crucial role in providing educational opportunities to children in a less-accessible area.

The school’s infrastructure includes a pucca but broken building, housing three classrooms in good condition. While lacking electricity and computer-aided learning facilities, the school boasts a functional library containing 25 books and a playground for recreational activities. The presence of a well ensures access to clean drinking water, and separate functional toilets are available for boys and girls. Importantly, ramps are in place to ensure accessibility for disabled children. The school building is not utilized as a shift-school and serves only its intended purpose.

The medium of instruction at MS MOUHAR TOLA is Hindi, reflecting the local language and promoting effective learning. Meals are provided and prepared within the school premises, addressing a vital need for student nutrition. The absence of teachers’ data within the provided records emphasizes a significant need for increased staffing to support the students and ensure the school’s educational success.

The school’s rural location presents both challenges and opportunities. While accessibility might be an issue, its presence in the heart of the community makes it readily available to students. The lack of technological resources, including computers and electricity, underscores the need for support to enhance its infrastructure and resources.

Despite the limitations, the school’s provision of a library and a playground demonstrates a commitment to holistic development, supporting not just academic learning but also extracurricular activities. The school’s accessibility for children with disabilities highlights the school’s dedication to inclusivity.

The school’s management by the Tribal/Social Welfare Department suggests a focus on serving underprivileged communities. Further investment and support from both the government and local organizations could significantly improve the school’s infrastructure and resources, ensuring a better learning environment for its students.

The lack of teacher information in the data is a notable concern. The absence of details regarding the teaching staff and headmaster requires immediate attention to ensure proper staffing and effective management of the school’s academic operations. This information gap hinders a full assessment of the school’s potential and the support it might need.

The successful operation of MS MOUHAR TOLA depends heavily on community involvement and ongoing support. Collaborations with local organizations and volunteers could help address infrastructural needs, provide additional educational resources, and supplement the existing limited resources.

The school’s relatively small size, with only three classrooms, suggests a manageable learning environment, allowing for more individualized attention. However, it also highlights the need for focused teacher training and development. Improved teacher training will equip the teachers to deliver the highest quality of education and help to develop the full potential of each student.

In conclusion, MS MOUHAR TOLA serves as a vital educational hub in a rural community, providing valuable learning opportunities despite its limitations. With focused investment and attention to staffing, infrastructure, and resource allocation, this school holds significant potential for growth and positive impact on its students’ lives, paving the way for a brighter future for the children of the region.