NEW PS TIKLI BAYDI

NEW PS TIKLI BAYDI was established in 2011 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in DAHI 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 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 But Broken 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 20 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 Tikli Baydi: A Rural Primary School in Madhya Pradesh

NEW PS Tikli Baydi, a primary school located in the rural DAHI block of DHAR district, Madhya Pradesh, stands as a testament to educational access in a remote area. Established in 2011 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5.

Infrastructure and Resources: The school operates within a government building, encompassing two well-maintained classrooms designed for effective instruction. While lacking a playground, the school boasts a library containing 20 books, a valuable resource for enriching students’ learning experiences. A crucial aspect of the school’s functionality is the availability of hand pumps providing drinking water, ensuring students’ hydration needs are met. Separate and functional boys’ and girls’ toilets are also present, contributing to a hygienic learning environment. The school’s structure includes a pucca but broken boundary wall, and importantly, the school is accessible via an all-weather road.

Academic Details and Teaching Staff: Hindi serves as the primary language of instruction. The teaching staff consists of two male teachers, dedicated to providing quality education to the students. The school strictly follows a primary curriculum (Classes 1-5) and does not offer pre-primary education. The school’s mid-day meal program provides nourishment to the students although meals are not prepared on the school premises.

Accessibility and Inclusivity: The school’s commitment to accessibility is demonstrated by the presence of ramps for disabled children, ensuring that all students can fully participate in learning. While computer-aided learning and computers are currently unavailable, the school’s dedication to providing basic necessities and infrastructure reflects a commitment to fundamental education.

Challenges and Future Prospects: The school’s lack of electricity and a playground highlights areas needing improvement. These infrastructural limitations pose challenges to enhancing the overall learning experience. Securing electricity would significantly improve teaching conditions and potentially enable the introduction of technology-based learning tools. Similarly, the absence of a playground limits opportunities for physical activity and recreation, vital aspects of a holistic educational approach.

Community Engagement and Support: The success of NEW PS Tikli Baydi relies heavily on continued support from the local community and government agencies. Collaborations with NGOs and community members could provide valuable resources, including books, learning materials, and opportunities for extracurricular activities. Increased community involvement could also facilitate improvements to school infrastructure.

Conclusion: NEW PS Tikli Baydi, despite its limitations, plays a vital role in providing basic primary education to children in a rural setting. Addressing the existing infrastructural challenges, such as acquiring electricity and developing a playground, would significantly elevate the school’s capacity to provide a more comprehensive and enriching educational experience for its students. Continuous efforts toward improving the school’s resources and facilities are essential to ensure that these students receive the education they deserve.

Keywords: NEW PS Tikli Baydi, Primary School, Madhya Pradesh, Rural Education, Tribal/Social Welfare Department, Co-educational, Hindi Medium, School Infrastructure, Educational Access, Community Engagement.