MS TIKARIYA

MS TIKARIYA was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BEEJADANDI block of MANDLA 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 boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a library and has 100 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 Tikariya Upper Primary School: A Profile

MS Tikariya, a government-run upper primary school, serves the rural community of Beejadandi block in Mandla district, Madhya Pradesh. Established in 1998 under the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure comprises a pucca building with three well-maintained classrooms, ensuring a conducive learning environment. A dedicated room serves the headmaster, and additional space supports non-teaching activities. While lacking electricity, the school boasts a functional library containing 100 books, promoting a love of reading. The availability of hand pumps provides a reliable source of drinking water for students and staff. Separate and functional boys’ and girls’ toilets add to the school’s facilities. Importantly, ramps are available for students with disabilities, ensuring inclusive access to classrooms.

Instruction at MS Tikariya is delivered in Hindi, with three male teachers guiding the students. The school provides a mid-day meal, prepared and served on-site, ensuring students’ nutritional needs are met. The school’s management falls under the Tribal/Social Welfare Department, reflecting a commitment to serving the local community.

The school’s location is accessible via an all-weather road, convenient for students and staff alike. The academic year commences in April, aligning with the regional calendar. The lack of a pre-primary section means the school focuses exclusively on upper primary education (classes 6-8). The absence of computer-aided learning facilities presents an area for potential development. This could enhance the learning experience and equip students with valuable digital literacy skills.

The school’s commitment to its students extends to providing a safe and inclusive environment. The presence of a functional library and accessible facilities indicates a dedicated approach to fostering a positive learning experience.

The information available doesn’t provide details on the school’s future plans, but ongoing development and improvements can enhance its effectiveness and ability to serve the community further. The dedicated teachers play a pivotal role in shaping the students’ futures. The focus on education within a supportive environment is evident.

This school’s existence is vital for the Beejadandi community, offering a valuable educational resource for local children. The school’s management, under the Tribal/Social Welfare Department, is a testament to the government’s commitment to education in underserved areas.

The school’s resources and infrastructure, while functional, highlight potential areas for improvement. The addition of computer-aided learning, electricity, and a playground could significantly enhance the educational experience. These additions could help create an even richer and more comprehensive learning environment.

In conclusion, MS Tikariya Upper Primary School plays a significant role in providing education to children in the rural community. Although there are areas for potential improvement, the school remains a valuable asset, providing a solid foundation for the academic growth of its students. Further investment in resources could help the school reach its full potential.