MS PIDARTALI

MS PIDARTALI was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN 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 None 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 Not Applicable providing mid-day meal.

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

MS PIDARTALI is a government-run upper primary school located in the rural area of WAIDHAN block, 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 unique characteristics and operational details provide valuable insights into its functioning and the educational landscape of the region.

The school’s infrastructure includes a government building equipped with three classrooms, all reported to be in good condition. Two additional rooms support non-teaching activities, and a separate space is designated for the teacher. While lacking a boundary wall and electricity, the school provides essential facilities like separate boys’ and girls’ toilets.

Instruction at MS PIDARTALI is delivered in Hindi, reflecting the local linguistic context. The school operates without a pre-primary section and currently employs one male and one female teacher, totaling two teachers. The absence of a library and playground, along with the lack of computers and computer-aided learning facilities, highlights areas where resources could be enhanced. The school also lacks a drinking water facility, a critical aspect for student well-being.

The school’s rural location and lack of certain amenities underscore the challenges faced by educational institutions in remote areas. The absence of a boundary wall poses potential security concerns, and the lack of electricity limits the potential for technological integration in teaching. The unavailability of drinking water necessitates immediate attention, as it directly impacts the health and comfort of students and staff.

The school’s management operates under the Department of Education and adheres to an academic calendar that begins in April. It is accessible via an all-weather road, ensuring consistent connectivity throughout the year. The absence of a computer lab and limited technological resources present opportunities for improvement in the teaching and learning experience.

The school’s status as an upper primary institution means that students typically progress to secondary education elsewhere after completing class 8. This necessitates coordination and partnerships with secondary schools to ensure a seamless transition for the students.

The information provided showcases the school’s basic functioning and infrastructure. However, comprehensive data on student enrollment, performance metrics, and ongoing initiatives would offer a more detailed perspective.

The absence of a pre-primary section, computer lab, and library indicates potential areas for expansion and improvement. The addition of these facilities would enhance the educational opportunities available to students.

The lack of a head teacher’s dedicated space, as mentioned, also suggests a need for improved infrastructure to better accommodate administrative and management needs. Better resources and infrastructure would create a more supportive and enriching learning environment.

Future development efforts should prioritize addressing the critical needs identified, focusing on upgrading infrastructure, providing essential resources, and incorporating technology to enhance the learning process. Sustained support and investment will contribute to improving the quality of education offered at MS PIDARTALI.