PS KAHARAN TOLA TIKURI-37

PS KAHARAN TOLA TIKURI-37 was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in GANGEO 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 Pucca 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 Kaharan Tola Tikuri-37: A Rural Primary School in Rewa, Madhya Pradesh

PS Kaharan Tola Tikuri-37, a government-run primary school, serves the rural community of Gangeo block in Rewa district, Madhya Pradesh. Established in 1997 under the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and essential facilities.

Infrastructure and Resources:

The school boasts a sturdy pucca building, housing two well-maintained classrooms dedicated to instruction. While it currently lacks electricity and a computer-aided learning lab, the school provides a functional playground, ensuring children have space for physical activity and recreation. The availability of hand pumps addresses the crucial need for clean drinking water. Separate functional boys’ and girls’ toilets further enhance the school environment.

Teaching and Learning:

Hindi serves as the primary medium of instruction. The teaching staff comprises one male and one female teacher, dedicated to providing quality education to the students. The school’s commitment to nutrition is evident through its provision of mid-day meals, prepared and served on the school premises. While the school doesn’t have a library, it underscores the importance of a safe and inclusive learning environment with a secure pucca boundary wall. The absence of ramps for disabled children highlights an area for potential future improvement.

Academic Focus:

PS Kaharan Tola Tikuri-37 focuses solely on primary education (Classes 1-5). The school does not offer pre-primary classes, nor does it have a higher secondary school section, therefore making higher education pathways unavailable on-site.

Community Impact:

The school plays a vital role in the community, providing essential educational services to children in a rural setting. Its accessibility via an all-weather road ensures that students can attend classes consistently, regardless of weather conditions. The school’s operational hours start in April, coinciding with the typical academic calendar.

Areas for Improvement:

While the school provides fundamental educational services, potential areas for improvement include the addition of electricity, a computer lab for enhanced learning opportunities, and the establishment of a library to enrich learning beyond the classroom. Incorporating ramps for disabled access would further enhance inclusivity.

Conclusion:

PS Kaharan Tola Tikuri-37 stands as a testament to the ongoing effort to bring quality primary education to rural communities. Despite its limitations, the school effectively serves its students, providing a safe, supportive, and nurturing environment for learning and growth. The school’s dedicated teachers and commitment to the well-being of its students are commendable. Future improvements and investment could further enhance the learning experience and opportunities available to its pupils. The school’s dedication to education, particularly in providing mid-day meals and maintaining essential facilities like toilets, shows its commitment to the holistic development of its students. The lack of certain amenities highlights the need for continued support and investment to further strengthen the school’s capacity to serve the community effectively.