P.S. KOLAN TOLA TIKARI

P.S. KOLAN TOLA TIKARI was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in MAJHAULI block of SIDHI 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 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 60 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. Kolan Tola Tikari: A Rural Primary School in Madhya Pradesh

P.S. Kolan Tola Tikari, a government-run primary school located in the rural area of Sidhi district, Madhya Pradesh, India, serves as a vital educational hub for the community. Established in 1997 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s dedication to providing quality education is evident in its various facilities and initiatives.

The school building, a government structure, houses three well-maintained classrooms dedicated to instruction. Beyond the classrooms, there are additional rooms designated for non-teaching activities, including a dedicated space for the teachers. Despite lacking a boundary wall and electrical connection, the school continues to provide a functional learning environment.

A crucial aspect of the school’s infrastructure is the provision of basic amenities. Hand pumps provide a reliable source of drinking water, while separate functional boys’ and girls’ toilets ensure hygiene and sanitation. The school’s library, though modest, boasts a collection of 60 books, fostering a reading culture among the students.

The teaching staff consists of two male teachers, delivering instruction primarily in Hindi. While the school doesn’t offer a pre-primary section or computer-aided learning, it provides a mid-day meal prepared on the school premises, ensuring students’ nutritional needs are met. The school’s commitment to the community is further demonstrated by the lack of any need for ramps, suggesting accessibility is naturally provided within the existing structures.

The school’s location in a rural area presents unique challenges, but the dedicated teachers strive to overcome these hurdles to provide an adequate learning environment. The absence of computers and a dedicated computer lab, however, presents a significant opportunity for future improvement and technological advancement within the school.

Although there are no pre-primary classes and the school does not have a playground, the available resources are utilized effectively to deliver a basic education. The school’s rural setting likely influences its access to technology and other modern amenities. However, its dedication to education remains steadfast.

The school’s management by the Department of Education underscores its commitment to public service and provides a stable foundation for its operations. Future improvements may focus on acquiring computer equipment, developing a computer lab, adding a playground, and potentially constructing a boundary wall for enhanced security.

The absence of female teachers, a head teacher, and any contracted teachers highlights potential areas for strengthening the teaching staff. This, coupled with the lack of electricity and a more extensive library, points towards areas needing further development to optimize the learning environment.

Nevertheless, P.S. Kolan Tola Tikari’s perseverance in providing basic education to the rural community is commendable. The school’s dedication to providing essential amenities such as clean drinking water, toilets, and mid-day meals reflects its commitment to the holistic development of its students.

With continued support and development, P.S. Kolan Tola Tikari has the potential to expand its facilities and resources, furthering its contribution to the education of children in the rural areas of Madhya Pradesh and fostering a brighter future for its students.