PRI MANSHA PURNA PUB SCH BADAGOAN

PRI MANSHA PURNA PUB SCH BADAGOAN was established in 2014 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in TIKAMGARH block of TIKAMGARH district of Madhya Pradesh. The school consists of Grades from 1 to 8. 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 Private building. It has got 8 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 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 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 Not Applicable providing mid-day meal.

PRI MANSHA PURNA PUB SCH BADAGOAN: A Detailed Profile of a Madhya Pradesh Primary School

PRI MANSHA PURNA PUB SCH BADAGOAN, a private, co-educational primary school in Badagoan, Madhya Pradesh, offers a valuable educational service to the community. Established in 2014, this school is managed privately and is situated in an urban area within the Tikamgarh district. Its commitment to education is evident in its comprehensive facilities and dedicated teaching staff.

The school’s infrastructure comprises eight well-maintained classrooms, providing ample space for learning. The school building, while categorized as “Pucca But Broken,” still serves its purpose effectively. Electricity ensures a conducive learning environment, complemented by a functional library, although currently without any books. Access to clean drinking water is provided through hand pumps. Importantly, the school is equipped with ramps, ensuring accessibility for students with disabilities.

The school’s academic program covers classes 1 through 8, utilizing Hindi as the primary medium of instruction. The teaching staff consists of two dedicated educators – one male and one female teacher – who collectively nurture the academic growth of the students. The school’s leadership is strong, headed by Arun Duvedi. The school operates as a non-residential facility, with no attached pre-primary section.

The school’s commitment to inclusivity is highlighted by the provision of separate, functional toilets for both boys and girls, further emphasizing a safe and supportive learning environment. While the school currently lacks a playground and computer-aided learning facilities, its dedication to education remains paramount.

The school’s management is characterized by its private, unaided status, highlighting its independence and commitment to providing quality education within the community. The location, described as urban, signifies its accessibility and connection to the broader community it serves. The school’s operational status is noteworthy, starting its academic year in April.

While the absence of certain amenities might be perceived as limitations, the school actively compensates for them through the dedication of its staff and its commitment to providing basic educational resources. The school continues to provide a valuable service to its community.

The school’s relatively small size allows for individualized attention to its students, fostering a personalized learning environment. This intimate setting can create a stronger bond between teachers and students, leading to enhanced learning outcomes.

The strategic location within an urban setting ensures better accessibility for students, reducing the distance they need to travel to attend school, ultimately benefiting their learning and overall development.

Future improvements could include the addition of a playground, the acquisition of books for the library, and the incorporation of computer-aided learning techniques to further enhance the students’ educational experience. This would make the school even better equipped to serve the educational needs of the community.

In conclusion, PRI MANSHA PURNA PUB SCH BADAGOAN, despite some limitations, actively provides essential primary education in its community. The school’s dedicated staff, accessible location, and provision of basic facilities demonstrate a strong commitment to nurturing the academic potential of its students. Continued support and potential development of its resources could greatly enhance its impact on the community.