P.S.MATA DONGRI KA FALIYA DHAMUKA

P.S.MATA DONGRI KA FALIYA DHAMUKA was established in 2008 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SAILANA block of RATLAM 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 Hand Pumps and it is functional. The school has 0 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 105 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. Mata Dongri Ka Faliya Dhamuka: A Rural Primary School in Madhya Pradesh

P.S. Mata Dongri Ka Faliya Dhamuka, a government-run primary school, serves the rural community of Sailana block in Ratlam district, Madhya Pradesh. Established in 2008 under the management of the Tribal/Social Welfare Department, this co-educational institution provides education for students from Class 1 to Class 5. The school’s primary instruction medium is Hindi.

The school’s infrastructure comprises a government building with two classrooms, all in good condition. While the school lacks a boundary wall and electricity, it boasts a functional library containing 105 books, a valuable resource for the students. Drinking water is accessible via hand pumps, ensuring the students’ hydration needs are met. The school also features one functional girls’ toilet. Notably, ramps are available for students with disabilities, ensuring inclusivity.

Despite its resource limitations, the school provides meals to its students, although these meals are not prepared on the school premises. The school’s commitment to education is further exemplified by its single male teacher who works tirelessly to impart knowledge to the children.

The absence of a pre-primary section, playground, and computer-aided learning facilities highlights the challenges faced by this rural school. However, the presence of a library and accessible drinking water indicates a commitment to providing essential resources for learning.

The school’s location in a rural setting presents logistical challenges, but also offers a unique opportunity to serve a community often underserved by educational institutions. The absence of a dedicated head teacher underscores a potential need for additional staffing.

The school’s reliance on hand pumps for drinking water and the lack of electricity point towards infrastructure improvements that could significantly enhance the learning environment. The single male teacher, despite the challenges, shows dedication to his students and community.

The school’s management by the Tribal/Social Welfare Department signals a commitment to supporting education in underserved areas. However, the need for improvements is clear, particularly regarding infrastructure and resources.

Further development in the form of additional classrooms, a playground, and computer-aided learning facilities would substantially improve the school’s capacity to foster a holistic learning experience. The addition of more teachers would improve the student-teacher ratio and enhance educational outcomes.

The lack of a boundary wall raises safety concerns and points to a need for increased security measures. The existing library is a positive aspect, but expanding its collection and creating a dedicated library space would further benefit the students’ learning.

The school’s commitment to inclusivity, evidenced by the presence of ramps for disabled children, is commendable and should be reinforced through the provision of additional accessible facilities. The school’s future success hinges on continued support from the government and community stakeholders.