PS GADAKHAD SUHIRA

PS GADAKHAD SUHIRA was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN block of SINGRAULI 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 None 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 Not Provided providing mid-day meal.

PS GADAKHAD SUHIRA: A Rural Primary School in Singrauli, Madhya Pradesh

PS GADAKHAD SUHIRA, a primary school located in the rural area of WAIDHAN block, SINGRAULI district, Madhya Pradesh, offers a glimpse into the educational landscape of a typical Indian village. Established in 2013 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing foundational education to the community’s children. The school’s operations and facilities highlight both its strengths and areas needing development.

The school’s instructional medium is Hindi, aligning with the local language and cultural context. Two male teachers are responsible for imparting knowledge and skills to the students. Importantly, the school is easily accessible via an all-weather road, ensuring consistent attendance despite weather conditions. The academic session commences in April, following the standard Indian school calendar.

Currently, the school operates without a dedicated building, presenting a significant challenge. The lack of a building directly impacts the learning environment and available resources. The absence of a boundary wall further raises safety concerns for the students. The lack of electricity further limits educational possibilities, hindering the implementation of technology-based learning methods. Similarly, the absence of a playground restricts recreational opportunities crucial for a child’s holistic development.

The school’s limited infrastructure extends to the absence of essential amenities such as a library and drinking water facilities. The lack of a library severely restricts access to supplementary reading materials, essential for improving reading and comprehension skills. The absence of clean drinking water poses health risks to students and teachers alike.

The school’s reliance on only two male teachers underscores the need for increased staffing. The absence of female teachers limits the diversity of perspectives and potentially impacts the learning experience for female students. Furthermore, the lack of a computer-aided learning lab restricts the integration of technology in education, a growing necessity in the modern world.

The absence of a mid-day meal program is also a significant concern. The lack of a nutritional meal program might affect the students’ health and ability to concentrate on their studies, especially for students from less privileged backgrounds. This necessitates attention from relevant government departments to address food security for students.

The school’s management should prioritize improvements in infrastructure, including the construction of a proper school building, providing essential facilities like electricity and water, and building a boundary wall for enhanced safety. The addition of a library, playground, and computer lab would significantly enhance the educational environment and expand opportunities for the students.

Investing in additional teaching staff, including female teachers, is crucial to improve the teacher-student ratio and cater to the diverse needs of the student population. The establishment of a mid-day meal program is equally important to address the students’ nutritional requirements and support their overall well-being.

In conclusion, PS GADAKHAD SUHIRA serves a vital purpose in providing primary education to the rural community it serves. However, significant improvements in infrastructure, resources, and staff are essential to enhance the quality of education and provide a safe and supportive learning environment for the students. Addressing these shortcomings would significantly impact the students’ educational journey and future prospects. The school’s progress hinges on community engagement, government support, and sustained efforts towards improvement.