PS JOKIHA THHEGADA

PS JOKIHA THHEGADA was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in REWA 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 2 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 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 and Prepared in School Premises providing mid-day meal.

PS Jokiha Thhegada: A Rural Primary School in Rewa, Madhya Pradesh

PS Jokiha Thhegada, a government-run primary school, serves the rural community of Rewa, Madhya Pradesh. Established in 2002 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education within a Hindi-speaking environment.

The school’s infrastructure comprises two well-maintained classrooms designed for effective learning. A separate room is dedicated to the school’s administrative needs, ensuring a structured environment for both teaching and management. The school boasts a playground, providing a vital space for recreation and physical activity, crucial for the holistic development of young learners. The provision of hand pumps ensures access to clean drinking water, addressing a basic necessity for the students and staff.

The school’s facilities also include separate functional boys’ and girls’ toilets, highlighting a commitment to providing a safe and hygienic environment for its students. The absence of a boundary wall and electricity connection highlights areas needing attention for improved school safety and operational efficiency.

The teaching staff comprises one male teacher and one female teacher, delivering a combined instructional approach. While the school provides mid-day meals prepared on-site, ensuring nutritional support for its students, it currently lacks computer-aided learning facilities and a library.

The school’s management operates under the Department of Education, adhering to its established guidelines and curriculum. The school’s rural location highlights the need for continued support to bridge the educational gap and provide equal opportunities for all students. The absence of a pre-primary section indicates potential for expansion to further serve the community.

The location of the school, accessible via an all-weather road, makes it easily accessible for students regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar. The absence of computers and a library represents an opportunity for future development and enhancement of educational resources.

PS Jokiha Thhegada’s current structure is based on two classrooms, but expansion to increase capacity could benefit the growing number of students. The availability of a playground underscores the importance placed on the overall well-being of its pupils.

The provision of clean drinking water and functional toilet facilities signifies a commitment to health and hygiene. The absence of a boundary wall, while not impacting immediate teaching, presents a potential security concern that could be addressed in future development plans.

The school’s location in a rural setting highlights the importance of its role in providing essential education in an underserved area. Future improvements, such as adding computer-aided learning and library facilities, would enhance the quality of education even further.

The absence of a pre-primary section represents a potential area for expansion, catering to younger children in the community and facilitating a smoother transition to formal education. The provision of mid-day meals ensures that students are nourished and better able to concentrate on their studies.