PS AS GHORAHA TOLA DHANAGAN

PS AS GHORAHA TOLA DHANAGAN was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in MAUGANJ block of REWA 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 6 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 no playground. The school has a library and has 80 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.

PS AS GHORAHA TOLA DHANAGAN: A Comprehensive Profile of a Rural Primary School

PS AS GHORAHA TOLA DHANAGAN, a government-run primary school located in the rural area of Mauganj block, Rewa district, Madhya Pradesh, stands as a testament to educational access in underserved communities. Established in 1997 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to the children of the region.

The school’s infrastructure includes six classrooms in good condition, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school boasts a library stocked with 80 books, fostering a love for reading among its pupils. Importantly, ramps for disabled children ensure accessibility to the school’s facilities. The availability of separate boys’ and girls’ toilets addresses hygiene and safety needs. A crucial aspect of the school’s operations is the provision of midday meals, prepared and served on the school premises.

The teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping young minds. Instruction is delivered in Hindi, catering to the local language needs of the students. The school’s rural setting underscores its commitment to reaching children in remote areas, often overlooked in broader educational initiatives. The school operates on an academic calendar that commences in April, aligning with the regional climate and agricultural cycles.

Despite lacking computer-aided learning facilities, the school provides a functional basic education. The absence of a pre-primary section and the lack of computers highlight areas where future development and resource allocation could significantly enhance the educational experience. The absence of a playground also presents an opportunity for improvement, potentially creating a more holistic and engaging learning environment.

The school’s management, under the Department of Education, plays a vital role in its overall functionality and effectiveness. Its consistent operation for over two decades speaks to the community’s reliance on the school and the dedication of its staff. The school’s dedication to providing a basic yet functional education showcases the importance of government-led initiatives to bridge educational gaps in remote areas.

The availability of drinking water, although currently listed as “None,” represents an area requiring immediate attention to ensure the health and well-being of the students. Addressing this critical need is paramount to maintaining a safe and healthy learning environment. Future improvements should prioritize securing a reliable source of potable water for the students and staff.

The absence of a boundary wall raises safety concerns. Investing in a secure boundary would enhance the school’s protection and provide a more secure environment for learning. This measure would contribute significantly to the school’s overall safety and security, particularly beneficial for the young children attending.

The lack of electricity, although not directly impeding the core educational function, hinders potential advancements in teaching methodologies. Access to electricity would facilitate the integration of technology and resources that could significantly improve the quality of education.

The school’s location, identified by its coordinates (latitude: 24.48376110, longitude: 81.90237140) and pin code (486341), allows for easy geographical identification and further research into the surrounding community’s socio-economic factors influencing the school’s needs. This information provides valuable context for understanding the school’s challenges and successes.

In conclusion, PS AS GHORAHA TOLA DHANAGAN serves as a vital educational institution in a rural setting. While challenges remain regarding infrastructure and resources, its commitment to providing basic education remains unwavering. Continued support and investment are crucial to ensure this school continues to empower its students and contribute to the betterment of its community.