P.S.BORDIKALA

P.S.BORDIKALA was established in 1996 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SARDARPUR 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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.

P.S. Bordikala: A Rural Primary School in Dhar, Madhya Pradesh

P.S. Bordikala, a government-run primary school, serves the rural community of SARDARPUR block in DHAR district, Madhya Pradesh. Established in 1996 under the management of the Tribal/Social Welfare Department, this co-educational institution provides education from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure includes two classrooms, all in good condition, ensuring a conducive learning environment for its students. Additional rooms support non-teaching activities and provide a dedicated space for the school’s administration. Despite lacking a boundary wall and electricity, the school boasts a playground and a library, albeit currently without books, for recreational and supplementary learning purposes. Importantly, ramps ensure accessibility for disabled children.

The school’s teaching staff comprises three male teachers and one female teacher, totaling four educators dedicated to providing quality education. Hindi serves as the primary medium of instruction, catering to the local linguistic needs of the student population. The school follows an academic calendar commencing in April, aligning with the regional academic year.

Meals are provided to students, although they are not prepared on the school premises. This arrangement ensures that students receive necessary nourishment to support their learning, emphasizing the school’s dedication to holistic student development.

The school’s rural location presents both opportunities and challenges. While the accessibility via all-weather roads facilitates student attendance, the lack of electricity and a boundary wall highlights areas needing further development. These aspects provide insights into the ongoing needs of the school and potential future improvements.

The absence of computers and a computer-aided learning lab indicates a potential area for technological advancement. Integrating technology could significantly enhance the learning experience, providing students with access to modern educational tools and resources. Acquiring books for the library would also greatly benefit the students, enriching their learning and fostering a love of reading.

The school’s commitment to providing education to children from the rural community is commendable. The dedication of its teachers and the existing resources demonstrate a significant effort to provide quality primary education in a challenging environment.

While there are areas for improvement, such as acquiring computers and adding books to the library, the school’s dedication to its students is clear. The availability of restrooms and ramps highlights a commitment to providing a safe and accessible learning environment.

Future development plans might focus on acquiring computers, adding books to the library, securing electricity, and constructing a boundary wall. These improvements would create a more conducive and comprehensive learning environment.

The provision of mid-day meals underscores the school’s holistic approach to education. By ensuring students’ nutritional needs are met, the school is fostering healthy development and promoting effective learning outcomes. This dedication is crucial for ensuring every student has the chance to succeed.

In summary, P.S. Bordikala is a vital part of its community, providing essential primary education. Although it faces some infrastructural challenges, its dedicated staff and commitment to its students make it a valuable asset to the SARDARPUR region. Further development and support would greatly enhance its capabilities and the educational opportunities it provides its students.