PS AKARIYA FALIYA BAND

PS AKARIYA FALIYA BAND was established in 1984 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in ALIRAJPUR block of ALIRAJPUR 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 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 175 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.

PS Akariya Faliya Band: A Rural Primary School in Madhya Pradesh

PS Akariya Faliya Band, a government-run primary school, stands as a vital educational institution serving the rural community of Alirajpur district in Madhya Pradesh, India. Established in 1984 under the management of the Tribal/Social Welfare Department, the school provides a crucial foundation for learning for children in the area.

The school’s infrastructure includes two classrooms, ensuring an adequate learning environment for its students. The school’s commitment to providing a safe and functional learning space is further emphasized by the presence of one boys’ toilet and one girls’ toilet, essential amenities for student well-being. The school utilizes hand pumps as its source of drinking water, ensuring access to clean and fresh water for students and staff. A well-stocked library, containing 175 books, provides students with supplementary reading material beyond the classroom curriculum.

The school’s educational approach centers on Hindi as the primary medium of instruction, catering to the local linguistic context. The curriculum focuses on primary education (grades 1-5), equipping students with fundamental knowledge and skills. The school operates as a co-educational institution, welcoming both boys and girls to its learning environment, fostering inclusivity and equal opportunity.

The school’s teaching staff consists of a single male teacher who is dedicated to educating the students. While lacking computer-aided learning facilities and a playground, the school’s library and the availability of mid-day meals (though prepared off-site) contribute to creating a supportive learning environment.

The absence of a boundary wall and electrical connection presents challenges for the school. These limitations highlight the need for continued development and improvement in the school’s infrastructure to better serve its students.

The school’s rural setting, while adding to its unique character, also poses logistical challenges. However, the school’s accessibility via an all-weather road aids in overcoming this hurdle. The school operates on a standard academic calendar, commencing its sessions in April, similar to other institutions across India.

PS Akariya Faliya Band plays a crucial role in shaping the future of the rural community it serves. Despite the infrastructural limitations, the school’s commitment to providing a basic education, coupled with the dedication of its teaching staff, underscores its importance to the area’s development.

The school’s management aims to create a positive and effective learning environment. The focus on providing basic educational necessities highlights the dedication to improving the academic outcomes of the students.

The school’s infrastructure, though modest, serves its primary purpose effectively. The school’s location in a rural setting makes it even more vital to the educational well-being of the community.

The presence of the library and mid-day meal provisions, albeit with some limitations, demonstrates a commitment to improving students’ access to educational resources and nutritional support.

Future development plans for PS Akariya Faliya Band might include infrastructure improvements such as the construction of a boundary wall, installation of electricity, and the addition of a playground. Investing in computer-aided learning could also enhance the quality of education provided. Further teacher recruitment could help reduce teacher workload and improve individual student attention.