PS DAUTAL (W-13) SHAHNA

PS DAUTAL (W-13) SHAHNA was established in 1978 and it is managed by the Department of Education. It is located in Urban area. It is located in LATERI block of VIDISHA 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 3 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 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 45 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 Dautal (W-13) Shahna: A Detailed Profile of a Primary School in Madhya Pradesh

PS Dautal (W-13) Shahna, a primary school located in the Lateri block of Vidisha district, Madhya Pradesh, offers a glimpse into the educational landscape of rural India. Established in 1978 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s urban location and government-provided building highlight its accessibility within the community.

The school’s infrastructure consists of three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s staff. While the school boasts a library containing 45 books, the absence of a playground and computer-aided learning facilities underscores the need for infrastructural improvements. The school building features a pucca but broken boundary wall, and access to electricity remains unavailable. Importantly, ramps for disabled children are available, ensuring inclusivity.

The school employs a total of three teachers, comprising two male and one female educator. Instruction is primarily conducted in Hindi. Although the school provides mid-day meals, these are not prepared on the school premises. The absence of a pre-primary section indicates the school’s focus solely on primary education.

The school’s operational aspects reveal further details. The school’s drinking water source is currently non-functional. While it has functional boys’ and girls’ toilets, the lack of a computer lab and computers highlights the limitations in technological resources for teaching and learning.

The school’s accessibility is noteworthy, being reachable via all-weather roads. The academic session commences in April, aligning with the general academic calendar in India. The absence of a head teacher’s designation might indicate a need for further administrative support.

The school’s library, though small, represents a valuable resource, suggesting a commitment to literacy. However, the lack of a playground potentially limits opportunities for physical activity and holistic development. The presence of ramps emphasizes the school’s efforts toward accessibility for students with disabilities.

The school’s reliance on a primarily Hindi medium of instruction reflects the local linguistic context. The provision of mid-day meals, though sourced externally, serves a crucial role in ensuring nutritional support for students. The absence of pre-primary classes suggests a potential area for expansion to cater to a broader age group.

The limited technological resources available at PS Dautal (W-13) Shahna highlight a broader challenge faced by many schools in rural India. The lack of computers and a computer-aided learning lab presents an opportunity for improvement through targeted investments in educational technology.

The infrastructure, while functional, requires attention. Repairing the broken boundary wall and establishing reliable electricity supply would significantly enhance the school environment. Developing a playground would also greatly benefit students’ physical and social development.

The consistent provision of mid-day meals, albeit from an external source, showcases the importance of addressing the nutritional needs of students. This highlights the crucial role of partnerships and community support in ensuring that students have access to a well-rounded educational experience.

The availability of a library, however small, emphasizes the value placed on literacy and access to educational resources within the community. Expanding the library’s collection and providing access to more diverse reading materials would further enrich students’ learning.

In conclusion, PS Dautal (W-13) Shahna provides essential primary education to the community. However, targeted improvements in infrastructure, technology, and resources are essential to ensure a high-quality and holistic educational experience for its students. The school’s efforts towards inclusivity and providing mid-day meals deserve recognition, highlighting the dedication of its staff.