PS KAMRAN TOLA

PS KAMRAN TOLA was established in 1995 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JAISINGHNAGAR block of SHAHDOL 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 no playground. The school has a library and has 95 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 KAMRAN TOLA: A Rural Primary School in Madhya Pradesh

PS KAMRAN TOLA, a primary school located in the JAISINGHNAGAR block of SHAHDOL district, Madhya Pradesh, serves the educational needs of the rural community. Established in 1995, this co-educational institution is managed by the Tribal/Social Welfare Department and offers classes from 1st to 5th standard. The school’s commitment to education is evident in its dedicated teaching staff, facilities, and resources.

The school building, a government structure, houses three classrooms ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school prioritizes student well-being by providing functional boys’ and girls’ toilets and a reliable source of drinking water through hand pumps. The presence of a library stocked with 95 books fosters a love for reading and learning beyond the classroom. Ramps are available for students with disabilities, ensuring accessibility and inclusivity.

Instruction is conducted in Hindi, reflecting the local language and promoting effective communication. The school employs two female teachers who are committed to providing quality education to the students. Meals are provided and prepared on-site, contributing to the overall health and well-being of the children.

The absence of a playground, computers, and a computer-aided learning lab does present some challenges. However, the school’s focus remains on providing a solid foundation in basic education, crucial for the children’s future development. The availability of a library further enhances the educational experience by providing access to supplementary reading materials.

The school’s rural location and its reliance on hand pumps for drinking water underscore the realities of education in less-developed areas. While lacking certain modern amenities, the school’s commitment to providing a basic education within the limitations of its resources is commendable. The school’s management, the Tribal/Social Welfare Department, plays a significant role in supporting its operation and ensuring the continuation of its valuable services.

The school’s structure and facilities indicate a functional educational setting, designed to serve its specific community. The provision of separate toilets for boys and girls demonstrates a commitment to safety and hygiene. While the lack of a boundary wall might pose some security concerns, it is balanced by the presence of a dedicated teaching staff and a functional school environment.

The school’s infrastructure reflects the needs of the rural community it serves. The three classrooms are sufficient to cater to the number of students and the teaching staff. The school’s reliance on hand pumps highlights the challenges associated with rural infrastructure, yet its functionality demonstrates resourcefulness and adaptability.

The absence of computers and a computer-aided learning lab is notable. However, the availability of a library containing 95 books serves as a valuable alternative, supporting reading comprehension and promoting a love for learning. The school’s curriculum, delivered in Hindi, effectively connects with the students’ linguistic background and facilitates effective communication.

The dedication of the two female teachers is crucial to the success of the school. Their commitment to educating the students in the available resources underscores the dedication required to serve in under-resourced educational environments. The provision of midday meals ensures that students receive proper nourishment, contributing to their ability to focus on their studies and overall well-being.

In conclusion, PS KAMRAN TOLA, despite its limitations, functions as a vital educational hub for the rural community it serves. Its dedicated teachers, provision of meals, and access to basic resources create an environment committed to providing a foundational education to its students. Addressing the need for improved infrastructure, including electricity and a playground, would enhance the overall learning experience. Nevertheless, the school remains a testament to the dedication to education, even amidst challenges.