P S DHEKAL CHHOTI

P S DHEKAL CHHOTI was established in 1970 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JHABUA block of JHABUA 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 4 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 87 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.

P S Dhekal Chhoti: A Rural Primary School in Jhabua, Madhya Pradesh

P S Dhekal Chhoti, a government-run primary school, serves the rural community of Jhabua district in Madhya Pradesh, India. Established in 1970, this co-educational institution falls under the management of the Tribal/Social Welfare Department. The school’s focus is on providing primary education, catering to students from Class 1 to Class 5. Hindi serves as the primary language of instruction.

The school building itself comprises four classrooms, all in good condition, ensuring a suitable learning environment for its students. While lacking a boundary wall and electricity connection, the school provides essential amenities such as hand pumps for drinking water, separate functional boys’ and girls’ toilets, and a library stocked with 87 books. The absence of a playground and computer-aided learning facilities highlights areas for potential future development.

The teaching staff consists of three teachers – two male and one female – dedicated to educating the children. The school proudly prepares and provides midday meals on its premises, ensuring the students’ nutritional needs are met. Notably, the school does not offer pre-primary education and is not a residential school.

The school’s infrastructure showcases a blend of functionality and areas needing improvement. While the available classrooms are sufficient for the current student population, the lack of a boundary wall could present safety concerns. Similarly, the absence of electricity limits the potential for enhanced teaching methods and evening activities.

The school’s library, although modest, demonstrates a commitment to fostering a love of reading among students. The 87 books provide a valuable resource for supplementing classroom learning. The functioning toilets are crucial for maintaining hygiene and a healthy school environment.

The school’s location in a rural area highlights the importance of its role in providing access to education for children in a potentially underserved community. The hand pumps for drinking water represent a practical solution to hydration needs.

The absence of computer-aided learning presents an opportunity for technological advancement. Integrating technology into the curriculum could significantly enhance the learning experience and better prepare students for future challenges.

Furthermore, the addition of a playground would contribute to the holistic development of students by providing space for physical activity and recreation. This would promote healthy lifestyles and offer a much-needed break from classroom learning.

Despite some limitations, P S Dhekal Chhoti plays a vital role in the community, offering a crucial foundation of education for children in rural Jhabua. Future improvements to infrastructure and resources would further strengthen its capacity to serve its students effectively.

The school’s management, under the Tribal/Social Welfare Department, indicates a commitment to providing education to marginalized communities. Continued support and investment are essential to help the school overcome its present challenges and realize its full potential in shaping the future of its students.