MS REGHWENDRATOLA( BUDHROAD)

MS REGHWENDRATOLA( BUDHROAD) was established in 2011 and it is managed by the Department of Education. It is located in Rural area. It is located in PANNA block of PANNA 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 2 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 boundary wall. The school has 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 a playground. The school has a library and has 10 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 REGHWENDRATOLA (BUDHROAD): A Comprehensive Profile of a Rural Upper Primary School

MS REGHWENDRATOLA (BUDHROAD), a government-run upper primary school, stands as a vital educational institution serving the rural community of Panna district in Madhya Pradesh, India. Established in 2011 under the Department of Education, this co-educational school caters to students from classes 6 to 8, offering a crucial link in their academic journey.

The school’s infrastructure comprises a sturdy pucca building, housing two well-maintained classrooms dedicated to instruction. These classrooms, along with additional rooms for non-teaching activities, ensure a conducive learning environment for the students. The school’s infrastructure also includes essential amenities, such as a playground, fostering physical activity and healthy development. Furthermore, a library stocked with 10 books provides access to supplementary reading materials, supporting the school’s academic goals.

The school boasts a functional boys’ and girls’ toilet, addressing hygiene needs and promoting a healthy and safe environment for students. The presence of ramps ensures accessibility for all students, underlining the school’s commitment to inclusivity. The school is powered by electricity and has a pucca boundary wall, contributing to its overall safety and functionality.

With a total of four teachers – two male and two female – the school maintains a manageable student-teacher ratio. These teachers deliver instruction in Hindi, the primary language of instruction within the institution. While the school provides mid-day meals, the meals themselves are not prepared on the school premises. The school’s location makes it accessible throughout the year.

The school’s academic focus is strictly on upper primary education (classes 6-8), providing a strong foundation for students before potentially pursuing further education. The absence of a pre-primary section emphasizes the school’s specific role in upper primary education. Noteworthy is the lack of computer-aided learning facilities and computers within the school.

The school’s rural setting highlights its importance to the local community, where it serves as a cornerstone of educational opportunity. Its management by the Department of Education underscores the government’s commitment to providing quality education even in remote areas. The school’s dedication to providing a safe, accessible, and functional learning environment is commendable.

The school’s modest size and resources reflect the challenges often faced by rural educational institutions. However, the school’s commitment to providing quality education in a challenging setting, with available basic facilities like toilets and a playground, represents a significant contribution to the community.

This detailed profile of MS REGHWENDRATOLA (BUDHROAD) underscores the vital role played by such institutions in bridging the education gap in rural areas. The school’s dedication to offering upper primary education despite limited resources highlights its commitment to the community’s educational needs.

Further investment in resources and technology could significantly enhance the learning environment and opportunities available to the students of MS REGHWENDRATOLA (BUDHROAD). This includes but is not limited to upgrading the library, incorporating computer-aided learning, and improving the mid-day meal program. The school’s successful operation serves as a testament to the perseverance and commitment of its staff in providing quality education.