MS TEHIYA TOLA(OBARI)

MS TEHIYA TOLA(OBARI) was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOSAR 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 Non-Ashram type (Govt.) 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 Pucca But Broken 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 1 girls toilet and it is functional. The school has a 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 Tehiya Tola (Obari) Upper Primary School: A Comprehensive Overview

MS Tehiya Tola (Obari) is a government-run upper primary school located in the rural area of Deosar block, Singrauli district, Madhya Pradesh. Established in 2013 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s instruction medium is Hindi, reflecting the local language and cultural context. While lacking some essential facilities, its commitment to education shines through its dedicated teaching staff.

The school’s infrastructure presents a mixed picture. While it currently lacks a dedicated school building, it does boast a playground, providing a crucial space for physical activity and recreation for the students. The school’s boundary wall, though described as “Pucca But Broken,” offers some level of security and demarcation. The absence of electricity poses a significant challenge, potentially impacting teaching and learning, especially in the evenings. The lack of a reliable drinking water source is another area needing urgent attention. There is one functional girls’ toilet; however, the school lacks boys’ toilets.

The teaching staff consists of a single male teacher, highlighting the need for additional faculty to effectively manage the student population and offer a diverse range of subject expertise. The school’s management acknowledges the need for enhanced infrastructure and resources. The absence of a library and computer facilities further underscores the need for improvements in educational resources. The school operates without computer-aided learning, limiting opportunities for engaging and interactive learning experiences.

The mid-day meal program is operational, though meals are provided from outside the school premises. This highlights a potential need for on-site meal preparation facilities for improved hygiene and food safety. The school’s rural location necessitates improvements in accessibility, particularly considering the lack of ramps for disabled students.

The school’s management operates under the Department of Education, indicating its alignment with government policies and educational guidelines. The absence of a head teacher necessitates prompt attention to ensure effective leadership and management within the school. The school’s non-residential status implies a focus solely on daily educational activities.

MS Tehiya Tola (Obari) stands as a testament to the commitment to education in underserved areas. Despite the challenges posed by limited resources and infrastructure, the school provides essential education to the students in the community. The school’s dedication to providing education in the local language underscores its deep connection to the community.

Addressing the school’s infrastructural deficiencies, including the lack of a building, electricity, and a reliable drinking water source, would significantly enhance the learning environment. Recruiting additional teachers would improve the teacher-student ratio and allow for a more comprehensive curriculum. Adding a library and computers would provide valuable learning resources, broadening students’ access to knowledge and skills.

The absence of boys’ toilets highlights a critical need for improved sanitation facilities, essential for student health and well-being. The installation of ramps would promote inclusivity, ensuring access for all students. The lack of computer-aided learning is a crucial area that needs immediate attention in order to bridge the digital divide.

The school’s management and the community at large need to collaborate to secure funding and support for the necessary improvements. This may involve seeking partnerships with local organizations, non-governmental organizations, and the government to address the pressing infrastructural and resource needs.

Ultimately, MS Tehiya Tola (Obari) serves as a stark example of the challenges and opportunities present in providing quality education in rural India. By addressing its immediate needs, the school can fulfill its vital role in shaping the future of its students. This investment in education will not only benefit individual students but also contribute to the broader social and economic development of the community.