NPS(EGS)KOSHYAMU ATERSUMA

NPS(EGS)KOSHYAMU ATERSUMA was established in 1997 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 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 a playground. The school has a library and has 14 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.

NPS(EGS)KOSHYAMU ATERSUMA: A Rural Primary School in Madhya Pradesh

Nestled in the rural landscape of Dhar district, Madhya Pradesh, lies NPS(EGS)KOSHYAMU ATERSUMA, a primary school with a rich history dating back to 1997. Managed by the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its community. The school’s instruction is primarily conducted in Hindi, catering to the local language preferences.

The school building, a government-provided structure, houses three well-maintained classrooms, ensuring a suitable learning environment for its students. A separate area serves as a combined headmaster’s office and teacher’s room, showcasing a commitment to providing adequate space for both administrative and pedagogical functions. The school’s infrastructure also includes a playground and a library, stocked with 14 books, fostering physical activity and a love for reading amongst the students.

The school’s commitment to student well-being is evident in its provision of a clean and functional tap water source for drinking. Separate, functional toilet facilities for boys and girls are also available. The school’s sturdy, albeit slightly damaged, pucca boundary wall provides a measure of safety and security.

The school’s rural location requires robust accessibility. While the school lacks electricity and computer-aided learning facilities, its accessibility via an all-weather road ensures students can attend regardless of weather conditions. The academic year begins in April, aligning with the local academic calendar.

While the school does not offer a pre-primary section, the current setup accommodates the primary curriculum effectively. The single male teacher dedicates his efforts to the students’ education, delivering the curriculum effectively within the available resources.

Midday meals are provided to the students, albeit prepared off-site. The school’s management actively participates in ensuring the students receive nourishment alongside their education. The absence of computers doesn’t hinder the school’s commitment to providing basic education to the community.

The school’s accessibility for differently-abled children is ensured by the provision of ramps. This proactive approach reflects the school’s dedication to inclusivity and ensuring that all students can access the educational resources.

The school’s simple infrastructure and facilities, while modest, remain functional and adequately serve the educational needs of the students. The dedicated teacher continues to provide essential primary education despite the lack of certain amenities.

Despite the challenges of limited resources, NPS(EGS)KOSHYAMU ATERSUMA exemplifies the importance of providing quality education in rural areas. The school’s dedication to its students and commitment to basic education make it a significant community asset. The ongoing need for improvements in facilities is balanced by the enduring commitment of both the staff and management to supporting the children’s educational journey.