PS DHAWDA FALYA, BAKHARLI

PS DHAWDA FALYA, BAKHARLI was established in 2013 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SENDHWA block of BARWANI 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 No Building building. It has got 0 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has no 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 Provided but not Prepared in School Premises providing mid-day meal.

PS DHAWDA FALYA, BAKHARLI: A Rural Primary School in Madhya Pradesh

Nestled in the rural landscape of Madhya Pradesh, PS DHAWDA FALYA, BAKHARLI stands as a beacon of primary education for the local community. Established in 2013, this school is managed by the Tribal/Social Welfare Department, reflecting its commitment to serving underprivileged communities.

Located in the SENDHWA block of BARWANI district, the school caters to students from Grades 1 to 5, offering a co-educational environment. The school operates exclusively as a primary school, offering instruction in Hindi, and does not have an attached pre-primary section.

Despite its rural setting, the school is accessible year-round via a well-maintained road. The academic session commences in April, following the traditional Indian school calendar.

While the school strives to provide quality education, its infrastructure remains underdeveloped. The school currently lacks a dedicated building and operates without classrooms. However, it does possess two rooms for non-teaching activities, ensuring some space for extracurricular activities and teacher support.

The school’s lack of infrastructure extends to essential facilities. It does not have a boundary wall for security, and its dependence on hand pumps for drinking water underscores the need for further development. The school lacks a library and computers, limiting access to resources for both students and teachers.

Furthermore, PS DHAWDA FALYA, BAKHARLI faces the challenge of limited resources. The school has no teachers, highlighting the need for recruitment and training to ensure effective instruction. While the school provides a mid-day meal program, it is not prepared on-site, emphasizing the need for better facilities to ensure the well-being of its students.

Despite these challenges, the school serves as a crucial educational hub for the local community. The dedication of the Tribal/Social Welfare Department in managing this school speaks volumes about their commitment to providing basic education to all children. However, the school’s lack of infrastructure and resources hinders its potential.

Moving forward, PS DHAWDA FALYA, BAKHARLI requires substantial investment to create a conducive learning environment. This includes building classrooms, providing essential amenities like electricity and a library, and recruiting qualified teachers.

Investing in this school will not only improve the quality of education for its students but also empower them to build a brighter future. By supporting PS DHAWDA FALYA, BAKHARLI, we can contribute to the development of rural communities and ensure that every child has the opportunity to learn and thrive.