NEW PS CHAKKIFALYA HANUMANTYA

NEW PS CHAKKIFALYA HANUMANTYA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in BADNAVAR block of DHAR district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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 5 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 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 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.

NEW PS Chakkifalya Hanumantya: A Rural Primary School in Madhya Pradesh

NEW PS Chakkifalya Hanumantya is a government-run primary school located in the rural area of BADNAVAR block, DHAR district, Madhya Pradesh, India. Established in 2010 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local language preference. Accessibility is ensured by its location on an all-weather road, making it convenient for students throughout the year. The academic session commences in April, following the standard academic calendar.

The school’s infrastructure comprises a government building equipped with five classrooms, all in good condition. These classrooms facilitate effective learning for the students. While the school lacks a boundary wall and electricity, it offers essential amenities like hand pumps providing potable drinking water, ensuring the students’ basic needs are met. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, emphasizing the school’s commitment to hygiene. The school also features a library, although it currently lacks books.

The teaching staff consists of two male teachers, dedicated to providing quality education. The school does not offer pre-primary education and is not residential in nature. Meals are provided to the students; however, they are not prepared on the school premises, indicating a partnership with external meal providers. The absence of a computer lab and computers indicates a need for further technological integration to enhance the learning experience. Importantly, the school does not have a playground, highlighting a potential area for future development.

While the school currently lacks certain amenities that are considered standard in many other schools across the country, its core function of providing primary education to children in a rural setting remains crucial. The availability of classrooms, toilets, and drinking water suggests a functioning school environment despite some limitations.

The school’s management, under the Department of Education, plays a key role in ensuring its continued operation and potential development. Regular assessments and improvements could help address the current shortcomings.

The absence of a pre-primary section may indicate a local need for expansion. The lack of computers and a computer-aided learning facility emphasizes the need for technological upgrades to align with modern educational trends. Similarly, the absence of a boundary wall raises potential safety concerns that could be addressed through community involvement.

The availability of a library, albeit without books, suggests a commitment to providing educational resources beyond the classroom. Further investment in books and other library materials would enrich the students’ learning experience. The creation of a playground would also benefit the children’s physical and social development.

The school’s location in a rural area highlights its importance in providing essential education to children who might otherwise lack access. Its continued operation underscores the government’s commitment to improving educational opportunities in underserved communities.

The school’s future development could include securing electricity, constructing a boundary wall, creating a playground, equipping the library with books, and establishing a computer lab. These improvements could enhance the overall learning environment and better prepare students for their future endeavors. Further teacher training and the potential inclusion of female teachers could also improve educational quality.

NEW PS Chakkifalya Hanumantya, while facing certain challenges, offers essential primary education to children in a rural area. Its continued operation and potential for future improvements demonstrate the ongoing effort to improve educational access and quality in India.