NEW M.S. UGAH

NEW M.S. UGAH was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in SHUJALPUR block of SHAJAPUR 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 56 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.

NEW M.S. UGAH: A Rural Upper Primary School in Madhya Pradesh

NEW M.S. UGAH is a government-run upper primary school located in the rural area of SHUJALPUR block, SHAJAPUR district, Madhya Pradesh. Established in 2001, the school is under the management of the Department of Education and serves students from classes 6 to 8. Its unique identifier is 23220712303.

The school’s infrastructure includes a pucca building housing three classrooms, ensuring a suitable learning environment for its students. While lacking electricity and a playground, the school boasts a functional library stocked with 56 books, providing valuable supplementary learning resources. Sanitation facilities consist of one boys’ toilet and one girls’ toilet, catering to the basic needs of the students. Drinking water is accessible through hand pumps.

The instructional medium at NEW M.S. UGAH is Hindi, fostering a connection to the local language and culture. The school employs a total of four male teachers, led by Head Teacher MANGILAL MALASIYA, ensuring adequate teaching staff for the student population. The school operates as a co-educational institution, welcoming both boys and girls to its learning environment. Importantly, the school provides and prepares meals on its premises, ensuring that students receive proper nutrition to support their learning.

Despite its rural location, the school is accessible via an all-weather road. The academic session commences in April, aligning with the broader educational calendar. The school building is in good condition, and there are additional rooms for non-teaching activities, along with a dedicated room for the head teacher. The school’s boundary is secured by a pucca wall.

The absence of computer-aided learning and computers themselves, reflects the challenges faced by many rural schools in accessing advanced technologies. However, the presence of a functional library and dedicated teachers underscores the school’s commitment to providing quality education. The school does not cater to pre-primary students, focusing solely on the upper primary curriculum. The school is not residential.

The school’s commitment to providing a basic level of education in a rural setting, while facing challenges related to resources and infrastructure, highlights the dedication of the teaching staff and the importance of access to education in underserved communities. Further investments in technology and infrastructure could significantly enhance the learning experience for students at NEW M.S. UGAH.

This school, despite its limitations, plays a vital role in providing access to education in a remote area, highlighting the ongoing need for continued support and improvement of educational facilities in rural India. Its positive aspects, such as the provision of meals and a functioning library, showcase its dedication to holistic child development.

The data provided offers valuable insights into the state of education in rural India, showcasing both the challenges and the resilience of the system. The dedicated teachers and the functional basic amenities show promise despite the lack of modern technology. Continued support and development can empower this school and its students to reach their full potential.