PS DEHALWADA

PS DEHALWADA was established in 1958 and it is managed by the Department of Education. It is located in Rural area. It is located in BADI block of RAISEN 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 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 a playground. The school has a library and has 27 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 Dehalwada: A Rural Primary School in Raisen, Madhya Pradesh

PS Dehalwada, a government-run primary school, stands as a beacon of education in the rural landscape of Raisen district, Madhya Pradesh. Established in 1958 under the Department of Education, this co-educational institution serves students from classes 1 to 5, providing a foundational education to the community.

The school’s infrastructure comprises three well-maintained classrooms, sufficient to accommodate its students. While lacking a boundary wall and electricity, PS Dehalwada compensates with a functional playground and a library boasting 27 books, enriching the learning experience beyond the classroom. The school also prioritizes accessibility, featuring ramps to ensure inclusivity for all students. A reliable source of drinking water is provided through hand pumps, addressing a crucial need for the students. Separate functional toilets are available for boys and girls.

The teaching staff at PS Dehalwada consists of three dedicated educators – one male and two female teachers – committed to nurturing young minds. The instruction medium is Hindi, making education accessible and relatable to the local community. The school operates on an academic calendar commencing in April, following the standard academic year.

PS Dehalwada’s commitment to its students extends beyond textbooks and classrooms. The school provides mid-day meals, ensuring that students receive adequate nutrition to support their learning and overall well-being. Although the meals are not prepared on the school premises, their provision significantly contributes to the students’ overall welfare.

The school’s rural location presents unique challenges, but the dedicated staff works tirelessly to overcome these obstacles, ensuring that the students receive a quality education despite resource limitations. The absence of computer-aided learning and computers doesn’t diminish the school’s commitment to providing a robust learning environment.

PS Dehalwada’s unwavering dedication to education highlights the importance of accessible, quality primary schooling in rural areas. Despite lacking certain amenities, the school’s focus remains steadfast on providing a strong foundation for its students, setting them on a path towards a brighter future.

The school’s location in the BADI block of RAISEN district places it within a specific geographic context, influencing its accessibility and the demographics of its student population. The absence of a school phone number and email address suggests a reliance on traditional communication methods, potentially highlighting the need for increased connectivity in the area. The availability of an all-weather road to the school indicates improved accessibility compared to other schools in more remote areas.

Further development and investment in resources like electricity, computer-aided learning, and a boundary wall would significantly enhance the learning environment at PS Dehalwada. This could involve collaborations with local organizations, government initiatives, and community involvement.

In conclusion, PS Dehalwada, though facing challenges common to many rural schools, demonstrates a strong commitment to education, proving that even with limited resources, a positive impact on the lives of its students can be achieved. The school’s story reflects the wider need for investment in rural education, aiming to equip every child with the skills and knowledge necessary to thrive.

PS Dehalwada’s continued success hinges on the ongoing support and dedication of its teachers, the community, and governmental bodies. Only through collective effort can schools like PS Dehalwada overcome their limitations and fulfill their vital role in shaping the future of rural India.